標(biāo)題: Titlebook: Distance Learning, E-Learning and Blended Learning in Mathematics Education; International Trends Jason Silverman,Veronica Hoyos Book 2018 [打印本頁] 作者: HEIR 時(shí)間: 2025-3-21 18:20
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education影響因子(影響力)
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education影響因子(影響力)學(xué)科排名
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education網(wǎng)絡(luò)公開度
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education被引頻次
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education被引頻次學(xué)科排名
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education年度引用
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education年度引用學(xué)科排名
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education讀者反饋
書目名稱Distance Learning, E-Learning and Blended Learning in Mathematics Education讀者反饋學(xué)科排名
作者: 小淡水魚 時(shí)間: 2025-3-21 20:44
The Blended Learning Concept e:t:p:M@Math: Practical Insights and Research Findings e:t:p:M@Math aims to integrate digital technologies and face-to-face interactions to simultaneously allow personalized and high-quality learning. Both practical teaching experiences as well as research findings will be discussed. One focus is on the description of the self-developed and designed e-作者: 敵意 時(shí)間: 2025-3-22 02:11 作者: 國家明智 時(shí)間: 2025-3-22 05:40
Computer Assisted Math Instruction: A Case Study for MyMathLab Learning Systemsing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the Internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The 作者: IRK 時(shí)間: 2025-3-22 12:03
Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mae necessary calculus background for a compulsory freshman science foundation course. A supplementary calculus e-learning platform was implemented so that students lacking the prerequisite could gain the necessary knowledge and skills at their own pace. This chapter presents quantitative and qualitat作者: 鞭打 時(shí)間: 2025-3-22 16:51 作者: 鞭打 時(shí)間: 2025-3-22 17:34
Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentationhapter, we show how Digital Interactive Storytelling in Mathematics (DIST-M) can be used to engage students in shared argumentative experiences and how the technology supports the students’ reprocessing and appropriation within their knowing. The design is based on a network of theories and students作者: CLAN 時(shí)間: 2025-3-22 22:19
Effective Use of Math E-Learning with Questions Specificationtent freely written by students as opposed to only answers to multiple-choice questions. However, there are two major challenges while using these systems: inconvenience in inputting answers and heavy content-development workload. We have developed two math input interfaces, MathTOUCH and FlickMath,作者: Gustatory 時(shí)間: 2025-3-23 03:12 作者: Foreknowledge 時(shí)間: 2025-3-23 09:14
Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Coursents’ understanding and learning of mathematics, a trial focused on the use of online video cases was implemented in a newly designed online course. In this chapter, we report on the use of video cases with the course participants and on the potential of using?these videos with the aim of supporting 作者: 笨重 時(shí)間: 2025-3-23 11:56 作者: 防銹 時(shí)間: 2025-3-23 16:07 作者: BRACE 時(shí)間: 2025-3-23 20:58
Research on Technologically Mediated Mathematics Learning at a Distance: An Overview and Introductiarning platforms, usage of this technology to scaffold mathematics instruction and tutoring, novel interfaces for communicating and analyzing student thinking, and specialized mathematics teacher education platforms.作者: 不能平靜 時(shí)間: 2025-3-24 01:59 作者: Neutral-Spine 時(shí)間: 2025-3-24 05:29
Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Coursethe development of the participants’ Research informed Technological Pedagogical Content Knowledge (RiTPACK), with a particular focus on how the digital environment supports students’ mathematical work.作者: 奇思怪想 時(shí)間: 2025-3-24 08:37
Challenges and Opportunities in Distance and Hybrid Environments for Technology-Mediated Mathematics Results indicate the existence of new teaching and learning opportunities—and challenges—when working with secondary or middle school students in hybrid learning environments where teaching and learning of mathematics are mediated by technology.作者: Graphite 時(shí)間: 2025-3-24 13:09 作者: Entirety 時(shí)間: 2025-3-24 18:05 作者: 基因組 時(shí)間: 2025-3-24 20:51 作者: 溺愛 時(shí)間: 2025-3-25 02:49
Book 2018t is known by examining and discussing recent research and development in teaching and learning based on these modalities, with a focus on lifelong mathematics learning and teaching. The book is organized in four sections: The first section focuses on the incorporation of new technologies into mathe作者: 肥料 時(shí)間: 2025-3-25 03:33 作者: 分離 時(shí)間: 2025-3-25 10:22
Social Investment as Risk Management Results indicate the existence of new teaching and learning opportunities—and challenges—when working with secondary or middle school students in hybrid learning environments where teaching and learning of mathematics are mediated by technology.作者: 拾落穗 時(shí)間: 2025-3-25 14:44 作者: gusher 時(shí)間: 2025-3-25 18:42 作者: 稱贊 時(shí)間: 2025-3-25 22:56 作者: Hypomania 時(shí)間: 2025-3-26 00:54
https://doi.org/10.1007/978-90-481-2924-9te practice through the curricular artifacts that they are creating. We note that the use of these pedagogies of practice to describe curricular artifacts suggests three different kinds of representation of practice in the artifacts being created.作者: 來就得意 時(shí)間: 2025-3-26 04:28 作者: prolate 時(shí)間: 2025-3-26 09:37 作者: 微粒 時(shí)間: 2025-3-26 14:37
Designing Interactive Technology to Scaffold Generative Pedagogical Practiceactices such as providing evidence-based feedback. The study has implications for a way in which to conceive of the design of technologies to support generative professional development at a distance.作者: 偽善 時(shí)間: 2025-3-26 20:15
Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platformte practice through the curricular artifacts that they are creating. We note that the use of these pedagogies of practice to describe curricular artifacts suggests three different kinds of representation of practice in the artifacts being created.作者: 綁架 時(shí)間: 2025-3-26 21:43 作者: Mediocre 時(shí)間: 2025-3-27 03:21 作者: ALIBI 時(shí)間: 2025-3-27 06:42
Jason Silverman,Veronica HoyosBuilds on current and emerging research on distance learning, e-learning, and blended learning in mathematics teaching and learning.Tests the boundaries of what is known in connection with recent rese作者: decode 時(shí)間: 2025-3-27 09:52
ICME-13 Monographshttp://image.papertrans.cn/e/image/281669.jpg作者: enumaerate 時(shí)間: 2025-3-27 13:49 作者: grenade 時(shí)間: 2025-3-27 19:01
Social Investment as Risk Management e:t:p:M@Math aims to integrate digital technologies and face-to-face interactions to simultaneously allow personalized and high-quality learning. Both practical teaching experiences as well as research findings will be discussed. One focus is on the description of the self-developed and designed e-作者: KEGEL 時(shí)間: 2025-3-28 01:26 作者: 支形吊燈 時(shí)間: 2025-3-28 06:03 作者: Cumulus 時(shí)間: 2025-3-28 07:11 作者: Mawkish 時(shí)間: 2025-3-28 13:39
https://doi.org/10.1007/978-94-015-2736-1 only to offer mathematical preparation courses, but also to conduct these courses in a manner adaptive to the special needs of each student. The online learning environment viaMINT, developed by the Hamburg University of Applied Sciences, accounts for both the student’s individual prior knowledge a作者: 雇傭兵 時(shí)間: 2025-3-28 15:22 作者: 沙文主義 時(shí)間: 2025-3-28 22:01 作者: DALLY 時(shí)間: 2025-3-29 02:06
Abdelazim M. Negm,Daniel Constantin Diaconut with a group of mathematics teacher educators’ practices as well as research-based instructional practices. The chapter details the design of the tool and then presents preliminary findings from our analysis of 21 practicing teachers’ collective mathematical activity mediated by the tool. Findings作者: folliculitis 時(shí)間: 2025-3-29 04:58
The Immediate Post-World War II Periodnts’ understanding and learning of mathematics, a trial focused on the use of online video cases was implemented in a newly designed online course. In this chapter, we report on the use of video cases with the course participants and on the potential of using?these videos with the aim of supporting 作者: 繁榮地區(qū) 時(shí)間: 2025-3-29 08:58 作者: 社團(tuán) 時(shí)間: 2025-3-29 14:24 作者: 樹木心 時(shí)間: 2025-3-29 17:35
https://doi.org/10.1007/978-3-319-90790-1hybrid education; online education; online learning; mathematics teaching; mathematics e-learning; mathem作者: 險(xiǎn)代理人 時(shí)間: 2025-3-29 19:55
