International journal of mathematical education in science and technology

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  Año 2018, Vol. 49, Número 5

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    How concept images affect students’ interpretations of Newton's method

    Nicole Engelke Infante, Kristen Murphy, Celeste Glenn, Vicki Sealey

    • Resumen

    págs. 643-659

    
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    Calculus students’ understanding of the vertex of the quadratic function in relation to the concept of derivative

    Annie Burns Childers, Draga Vidakovic

    • Resumen

    págs. 660-679

    
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    Explicating mathematical thinking in differential equations using a computer algebra system

    Fereshteh Zeynivandnezhad, Rachel Bates

    • Resumen

    págs. 680-704

    
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    Hispanic students’ mathematics achievement in the context of their high school types as STEM and non-STEM schools

    Ali Bicer, Robert M. Capraro, Mary M. Capraro

    • Resumen

    págs. 705-720

    
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    Mathematics teachers’ conceptions about modelling activities and its reflection on their beliefs about mathematics

    Juhaina Awawdeh Shahbari

    • Resumen

    págs. 721-742

    
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    Outcomes of a service teaching module on ODEs for physics students

    Diarmaid Hyland, Paul van Kampen, Brien C. Nolan

    • Resumen

    págs. 743-758

    
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    The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

    Aisling Leavy, Mairead Hourigan

    • Resumen

    págs. 759-777

    
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    The linear combination of vectors implies the existence of the cross and dot products

    Jose Pujol

    • Resumen

    págs. 778-792

    
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    Pedagogical alternatives for triple integrals: moving towards more inclusive and personalized learning

    Christopher Tisdell

    • Resumen

    págs. 792-801

    
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    Iterated exponential inequalities: a classroom-tailored approach

    Marius Ghergu

    • Resumen

    págs. 802-807