International journal of mathematical education in science and technology

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  Año 2017, Vol. 48, Número 8

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    Computer programming in the UK undergraduate mathematics curriculum

    Christopher J. Sangwin, Claire O’Toole

    • Resumen

    págs. 1133-1152

    
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    Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

    Yvette Everingham, Emma Gyuris, Sean R. Connolly

    • Resumen

    págs. 1153-1165

    
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    An analysis of context-based similarity tasks in textbooks from Brazil and the United States

    Rúbia Barcelos Amaral, Karen F. Hollebrands

    • Resumen

    págs. 1166-1184

    
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    Emotional and cognitive effects of peer tutoring among secondary school mathematics students

    Francisco José Alegre Ansuategui, Lidón Moliner Miravet

    • Resumen

    págs. 1185-1205

    
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    Revised Bloom's taxonomy and integral calculus: unpacking the knowledge dimension

    Farzad Radmehr, Michael Drake

    • Resumen

    págs. 1206-1224

    
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    Exploring cardinality in the era of touchscreen-based technology

    Mina Sedaghatjou, Stephen R. Campbell

    • Resumen

    págs. 1225-1239

    
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    Understanding the hierarchical classification of quadrilaterals through the ordered relation according to diagonal properties

    Tolga Kabaca

    • Resumen

    págs. 1240-1248

    
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    Multiple-solution problems in a statistics classroom: an example

    Chi Wing Chu, Kevin L.T. Chan, Wai Sum Chan, Koon Shing Kwong

    • Resumen

    págs. 1249-1261

    
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    International comparative studies in mathematics education: are we obsessed with the international rankings of measured educational outcomes?

    Tsung Lung Tsai, Hui-Chuan Li

    • Resumen

    págs. 1262-1267

    
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    Controlled release drug delivery via polymeric microspheres: a neat application of the spherical diffusion equation

    C. S. Ormerod, M. Nelson

    • Resumen

    págs. 1268-1281

    
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    A proof of the butterfly theorem by an argument from statics

    Cesare Donolato

    • Resumen

    págs. 1281-1284

    
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    Critical perspectives of pedagogical approaches to reversing the order of integration in double integrals

    Christopher Tisdell

    • Resumen

    págs. 1285-1292