Zobrazeno 1 - 5
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pro vyhledávání: '"Robin S. Kalder"'
Autor:
Robin S. Kalder, Sally A. Lesik
Publikováno v:
International Journal of Quality Assurance in Engineering and Technology Education. 1:11-22
This study investigates whether students who initially began college as engineering or technology majors and who were required to participate in remedial mathematics and/or remedial English programs, were less likely to graduate with their bachelor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eb7844883e458d75fb5522ba96721034
https://doi.org/10.4018/ijqaete.2011070102
https://doi.org/10.4018/ijqaete.2011070102
Autor:
Robin S. Kalder, Edward A. DePeau
Publikováno v:
The Mathematics Teacher. 104:268-273
The TI-Nspire combines many different capabilities of many technologies—The Geometer's Sketchpad, Microsoft Word, and Excel—in one tool.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f29443bfc7941220e27415e95bdf649
https://doi.org/10.5951/mt.104.4.0268
https://doi.org/10.5951/mt.104.4.0268
Autor:
Robin S. Kalder
Publikováno v:
The Mathematics Teacher. 101:146-149
Secondary mathematics preparation pro grams throughout the United States focus on higher-level mathematics topics such as calculus, discrete mathematics, and abstract algebra. Mathematics educators agree that secondary mathematics teachers should hav
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0f0565d7f027f07008aa3821e3a2898a
https://doi.org/10.5951/mt.101.2.0146
https://doi.org/10.5951/mt.101.2.0146
Autor:
Robin S. Kalder
Publikováno v:
Mathematics Teaching in the Middle School. 10:180-182
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e312f13a63b83bd41fde5e741771d315
https://doi.org/10.5951/mtms.10.4.0180
https://doi.org/10.5951/mtms.10.4.0180
Autor:
Kevin M. Cauto, Robin S. Kalder
Publikováno v:
The Mathematics Teacher. 106:90-91
Teachers who have been in the classroom for a while know that year after year we see students make the same mistakes that previous students made. To prevent these errors, we try a variety of techniques, but it seems that no matter what we do, they re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cec246554107f4f63023a94b71edea29
https://doi.org/10.5951/mathteacher.106.2.0090
https://doi.org/10.5951/mathteacher.106.2.0090