The Journal of Computers in Mathematics and Science Teaching 

About: The Journal of Computers in Mathematics and Science Teaching is an academic journal. The journal publishes majorly in the area(s): Educational technology & Teaching method. It has an ISSN identifier of 0731-9258. Over the lifetime, 534 publications have been published receiving 7417 citations.

Constructivism in Computer Science Education

Abstract: Constructivism is a theory of learning which claims that students construct knowledge rather than merely receive and store knowledge transmitted by the teacher. Constructivism has been extremely influential in science and mathematics education, but not in computer science education (CSE). This paper surveys constructivism in the context of CSE, and shows how the theory can supply a theoretical basis for debating issues and evaluating proposals.

Third Graders Learn about Fractions Using Virtual Manipulatives: A Classroom study

Abstract: With recent advances in computer technology, it is no sur-prise that the manipulation of objects in mathematics class-rooms now includes the manipulation of objects on the com-puter screen. These objects, referred to as virtual manipula-tives, are essentially replicas of physical manipulatives placed on the World Wide Web in the form of computer applets with additional advantageous features. The purpose of this project was to explore the effects of using several virtual manipula-tive computer applets for instruction during a fraction unit in a third-grade classroom.

Developing Students’ Representational Fluency Using Virtual and Physical Algebra Balances

Abstract: Both virtual and physical manipulatives are reported as effective learning tools when used with different groups of students in a variety of contexts to learn mathematical content. The use of multiple representations and the fl exibility to translate among those representational forms facilitates students’ learning and has the potential to deepen their understanding. This classroom project involved two groups of third-grade students in a week-long unit focusing on algebraic relationships. The purpose of the unit was to engage students with different algebraic models and encourage students to use informal strategies to represent their relational thinking. The paper highlights examples of these student representations as evidence of the children’s developing algebraic thinking. Result from the pre and posttest measures showed that students in the physical and virtual manipulative environments gained signifi cantly in achievement and showed fl exibility in translating and representing their understanding in multiple representations: manipulative model, pictorial, numeric, and word problems. The researchers recorded fi eld notes, interviewed students, and videotaped class sessions in order to identify unique features of the learning environments. The virtual environment had unique features that promoted student thinking such as: (a) explicit linking of visual and symbolic modes; (b) guided step-by-step support in algorithmic processes; and (c) immediate feedback and self-checking sys

Introducing Dynamic Mathematics Software to Secondary School Teachers: the Case of GeoGebra

Abstract: this article describes a study aimed to identify most common impediments related to the introduction of an open-source mathematical software package GeoGebra. we report on the analysis of data collected during a three-week professional development programme organised for middle and high school teachers in Florida. the study identified challenges participants face during workshops and evaluated the difficulty levels of GeoGebra tools. Findings of the study, complexity criteria of software tools and commonly occurring difficulties, provided the basis for the development of several new materials assisting workshop activities and contributed to the improvement of introductory GeoGebra workshops.