International journal of mathematical education in science and technology

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  Año 2022, Vol. 53, Número 3

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    Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

    Eabhnat Ní fhloinn, Olivia Fitzmaurice

    • Resumen

    págs. 566-572

    
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    Creative approaches to teaching mathematics education with online tools during COVID-19

    Sharon Levy, Tracey Muir, Carl Murphy, Allison Trimble

    • Resumen

    págs. 573-581

    
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    Your online textbook is ready: a shareable, interactive online textbook in response to COVID-19 lockdowns

    Peter K. Dunn, Elizabeth A. Brunton, Michael B. Farrar

    • Resumen

    págs. 582-593

    
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    Stop-motion LEGO®animations for learning linear algebra

    Emily Cook

    • Resumen

    págs. 594-602

    
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    Crowdsourcing solutions in the online mathematics classroom

    Lorelei Koss

    • Resumen

    págs. 603-609

    
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    Leveraging the power of Google Apps to support active learning in a synchronous online environment

    Patrick Sullivan

    • Resumen

    págs. 610-618

    
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    Flexible, student-centred remote learning for programming skills development

    Peter Rowlett, Alexander S. Corner

    • Resumen

    págs. 619-626

    
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    Don’t throw the student out with the bathwater: online assessment strategies your class won’t hate Stuart

    Stuart Johnson, John Maclean, Raymond F. Vozzo, Adrian Koerber, Melissa A. Humphries

    • Resumen

    págs. 627-638

    
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    Forced to improve: open book and open internet assessment in vector calculus

    Tracy S. Craig, Tugce Akkaya

    • Resumen

    págs. 639-646

    
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    No exam: assessment of third-year engineering students on the basis of self-generated Statistics cases

    Nelly Litvak, Fulya Kula

    • Resumen

    págs. 647-655

    
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    Utilizing discussion boards for test questions: opportunities for students’ mathematical creativity and uniqueness

    Miloš Savić

    • Resumen

    págs. 656-661

    
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    Mathematics assessment integrity during lockdown: experiences in running online un-invigilated exams

    Steven Richardson

    • Resumen

    págs. 662-672

    
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    Mathematics and academic integrity: institutional support at a Canadian college

    Josh Seeland, Lynn Cliplef, Caitlin Munn, Craig Dedrick

    • Resumen

    págs. 673-680

    
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    Individualized summative assessments as used during COVID-19

    Nathan Clisby, Antony Edwards

    • Resumen

    págs. 681-688

    
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    Learning at a distance: can at-home activities measure up?

    Jessica Gehrtz, Raquel Vallines Mira, Christopher Duffer, Priya V. Prasad

    • Resumen

    págs. 689-697

    
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    Tools for humanizing mathematics classes in a virtual world (and beyond)

    Kristin M. Kurianski, Alison S. Marzocchi, Roberto C. Soto

    • Resumen

    págs. 698-707

    
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    Peer-Assisted Learning in a pandemic

    Jessica Hargreaves, Claire Ketnor, Ellen Marshall, Sue Rusell

    • Resumen

    págs. 708-716

    
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    Checkpoints for online mathematics students with learning challenges

    James William Dalitz

    • Resumen

    págs. 717-727

    
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    Crafting connections in post-COVID classrooms: learning university mathematics through craft

    Jeanette McLeod, Phillip L. Wilson, David Pomeroy, Julie Alderton

    • Resumen

    págs. 728-737

    
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    The pandemic as a catalyst for rethinking active learning practices in technology intensive instructional environments

    David Christopher Webb

    • Resumen

    págs. 738-744

    
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    The unexpected consequences of replacing corridor chats with an online community of practice

    Anita L. Campbell, Tracy S. Craig, Batseba Mofolo-Mbokane, Pragashni Padayachee

    • Resumen

    págs. 745-751