Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Nicholas Fortune"'
Autor:
Daniel Reinholz, Estrella Johnson, Christine Andrews-Larson, Amelia Stone-Johnstone, Jessica Smith, Brooke Mullins, Nicholas Fortune, Karen Keene, Niral Shah
Publikováno v:
Journal for Research in Mathematics Education. 53:204-226
This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences betwe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00e10ac24189439f917ac662faadc9df
https://doi.org/10.5951/jresematheduc-2020-0143
https://doi.org/10.5951/jresematheduc-2020-0143
Publikováno v:
PRIMUS. 32:621-635
In this paper, we discuss mathematical modeling opportunities that can be included in an introductory Differential Equations course. In particular, we focus on the development of and extensions to ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d06e4072e9c660774632da45396cff5
https://doi.org/10.1080/10511970.2021.1879332
https://doi.org/10.1080/10511970.2021.1879332
Publikováno v:
Investigations in Mathematics Learning. 13:141-151
Students’ perceptions of the mathematics classroom environment have been linked to both cognitive and affective outcomes, as has inquiry-oriented instruction (IOI). The purpose of this mixed method...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc3e6efb2646fa5f3fc77121f8fd135a
https://doi.org/10.1080/19477503.2021.1884446
https://doi.org/10.1080/19477503.2021.1884446
Autor:
Nicholas Fortune, Karen Allen Keene
Publikováno v:
International Journal of Research in Undergraduate Mathematics Education. 7:107-139
In this instrumental case study, we examined the ways in which one mathematician’s instruction unfolded during his participation in a faculty collaboration geared towards reforming instruction. In the study, we offer the case as both the participan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e7d073894bb0d81a2dae71b2f3dec679
https://doi.org/10.1007/s40753-020-00126-5
https://doi.org/10.1007/s40753-020-00126-5
Publikováno v:
PRIMUS. 29:509-526
This article provides an overview of a modeling sequence that culminates in student reinvention of a bifurcation diagram. The sequence is the result of years of classroom-based research and curricu...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::955a32633ea4cf7314b4412915c16b07
https://doi.org/10.1080/10511970.2018.1472160
https://doi.org/10.1080/10511970.2018.1472160
Publikováno v:
CODEE Journal. 12:1-10
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eafef9d944ac790692324f68ce478109
https://doi.org/10.5642/codee.201912.01.01
https://doi.org/10.5642/codee.201912.01.01
Publikováno v:
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1e6fef69f8ef0894523f16df06522d55
https://doi.org/10.51272/pmena.42.2020-303
https://doi.org/10.51272/pmena.42.2020-303
Publikováno v:
Teaching Education. 30:437-454
As the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inqu...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::281fe04cf78c8a5a644685ecda87ad11
https://doi.org/10.1080/10476210.2018.1506431
https://doi.org/10.1080/10476210.2018.1506431
Autor:
Nicholas Fortune
Publikováno v:
Proceedings of the 2019 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0b4b9fb4943cd473d290ef03eae37b58
https://doi.org/10.3102/1433031
https://doi.org/10.3102/1433031
Publikováno v:
The Mathematics Teacher. 110:147-150
Software programs such as Tinkerplots® or Geometer's Sketchpad® can help students solve problems in mathematics classes, but may not be available to them after high school. In contrast, many students who become familiar with Internet tools and prog
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6ae932b2b5f4ce4aeb94afdc467752c5
https://doi.org/10.5951/mathteacher.110.2.0147
https://doi.org/10.5951/mathteacher.110.2.0147