You are here:

International Journal of Mathematical Education in Science and Technology

2011 Volume 42, Number 8

Search this issue

Table of Contents

Number of articles: 6

  1. Understanding the Difficulties Faced by Engineering Undergraduates in Learning Mathematical Modelling

    Wanmei Soon, Luis Tirtasanjaya Lioe & Brett McInnes

    The teaching of mathematics in Singapore continues, in most cases, to follow a traditional model. While this traditional approach has many advantages, it does not always adequately prepare students... More

    pp. 1023-1039

    View Abstract
  2. Action Research to Improve Methods of Delivery and Feedback in an Access Grid Room Environment

    Lynne C. McArthur, Lara Klass, Andrew Eberhard & Andrew Stacey

    This article describes a qualitative study which was undertaken to improve the delivery methods and feedback opportunity in honours mathematics lectures which are delivered through Access Grid... More

    pp. 1041-1060

    View Abstract
  3. Comparing Assessment Methods as Predictors of Student Learning in an Undergraduate Mathematics Course

    Nichole A. Shorter & Cynthia Y. Young

    This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-... More

    pp. 1061-1067

    View Abstract
  4. G.I. Taylor and the Trinity Test

    Michael A. B. Deakin

    The story is often told of the calculation by G.I. Taylor of the yield of the first ever atomic bomb exploded in New Mexico in 1945. It has indeed become a staple of the classroom whenever... More

    pp. 1069-1079

    View Abstract
  5. Addressing the Multiplication Makes Bigger and Division Makes Smaller Misconceptions via Prediction and Clickers

    Kien H. Lim

    This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication... More

    pp. 1081-1106

    View Abstract
  6. It's Not the Done Thing: Social Norms Governing Students' Passive Behaviour in Undergraduate Mathematics Lectures

    Caroline Yoon, Barbara Kensington-Miller, Jamie Sneddon & Hannah Bartholomew

    Students often play a passive role in large-scale lectures in undergraduate mathematics courses: they observe the lecturer demonstrate mathematical procedures, but they rarely engage in authentic... More

    pp. 1107-1122

    View Abstract