Designing and evaluating an online course to support transition to university mathematics
George Kinnear, Anna K. Wood, Richard Gratwick
págs. 11-34
Pragashni Padayachee, Anita L. Campbell
págs. 35-63
The rapid move to online mathematics support: changes in pedagogy and social interaction
Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands, Don Shearman
págs. 64-91
Bruce Mathew May
págs. 92-107
Amy Been Bennett
págs. 108-130
How an inquiry-oriented textbook shaped a calculus instructor’s planning
Yannis Liakos, Saba Geram, Vilma Mesa, Thomas Judson, Yue Ma
págs. 131-150
Exploring the role of students’ views of creativity on feeling creative
V. Rani Satyam, Miloš Savić, Emily Cilli-Turner, Houssein El Tourkey, Gulden Karakok
págs. 151-164
Use of variables in calculus class: focusing on Teaching Assistants’ discussion of variables
Jungeun Park, Douglas Rizzolo
págs. 165-189
Linear independence from a perspective of connections
Hamide Dogan, Edith Shear, Angel F. Garcia Contras, Lion Hoffman
págs. 190-205
Comparative judgement and the hierarchy of students’ choice criteria
Jennifer Palisse, Deborah Martina King, Mark MacLean
págs. 206-226
Suzanne L. Snead, Lyndon Walker, Birgit Loch
págs. 227-239
págs. 240-250
© 2008-2024 Fundación Dialnet · Todos los derechos reservados