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International Journal of Research in Undergraduate Mathematics Education最新文献

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The Limit Notion at Three Educational Levels in Three Countries 三个国家三个教育层次的极限观念
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-22 DOI: 10.1007/s40753-022-00181-0
Olov Viirman, L. Vivier, J. Monaghan
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引用次数: 0
The Inextricability of Students’ Mathematical and Physical Reasoning in Quantum Mechanics Problems 量子力学问题中学生数理推理的不可分割性
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-16 DOI: 10.1007/s40753-022-00174-z
Kaitlyn Stephens Serbin, M. Wawro
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引用次数: 2
Calculus at the intersection of institutions, disciplines and communities: a special issue Guest Editorial 微积分在机构，学科和社区的交叉点:特刊客座编辑
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-11 DOI: 10.1007/s40753-022-00183-y
Irene Biza, Alejandro S. González-Martín, Alon Pinto
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引用次数: 1
You Don’t Want to Come Into a Broken System: Perspectives for Increasing Diversity in STEM Among Undergraduate Calculus Program Stakeholders 你不想进入一个破碎的系统:在本科微积分项目利益相关者中增加STEM多样性的观点
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-10 DOI: 10.1007/s40753-022-00184-x
Rachel Tremaine, J. Hagman, Matthew Voigt, Stephanie Damas, J. Gehrtz
{"title":"You Don’t Want to Come Into a Broken System: Perspectives for Increasing Diversity in STEM Among Undergraduate Calculus Program Stakeholders","authors":"Rachel Tremaine, J. Hagman, Matthew Voigt, Stephanie Damas, J. Gehrtz","doi":"10.1007/s40753-022-00184-x","DOIUrl":"https://doi.org/10.1007/s40753-022-00184-x","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"93 1","pages":"365 - 388"},"PeriodicalIF":1.5,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73243354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Geometrical Reasoning in the Teaching and Learning of Integrals of Multivariable Functions 多变量函数积分教学中的几何推理
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-10 DOI: 10.1007/s40753-022-00179-8
M. Bašić, Ž. Milin Šipuš
{"title":"Geometrical Reasoning in the Teaching and Learning of Integrals of Multivariable Functions","authors":"M. Bašić, Ž. Milin Šipuš","doi":"10.1007/s40753-022-00179-8","DOIUrl":"https://doi.org/10.1007/s40753-022-00179-8","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"16 1","pages":"245 - 268"},"PeriodicalIF":1.5,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88995412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Support for All? Confronting Racism and Patriarchy to Promote Equitable Learning Opportunities through Undergraduate Calculus Instruction 支持所有人?面对种族主义与父权制，透过本科微积分教学促进公平学习机会
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-10 DOI: 10.1007/s40753-022-00177-w
Luis A. Leyva, Kristen Amman, Emily A. Wolf McMichael, Joanne Igbinosun, Nisha Khan
{"title":"Support for All? Confronting Racism and Patriarchy to Promote Equitable Learning Opportunities through Undergraduate Calculus Instruction","authors":"Luis A. Leyva, Kristen Amman, Emily A. Wolf McMichael, Joanne Igbinosun, Nisha Khan","doi":"10.1007/s40753-022-00177-w","DOIUrl":"https://doi.org/10.1007/s40753-022-00177-w","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"29 1","pages":"339 - 364"},"PeriodicalIF":1.5,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82235719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Sameness in Mathematics: a Unifying and Dividing Concept 数学中的同一性:一个统一与分裂的概念
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-07 DOI: 10.1007/s40753-022-00178-9
Rachel L. Rupnow, Brooke Randazzo, Eric Johnson, Peter Sassman
{"title":"Sameness in Mathematics: a Unifying and Dividing Concept","authors":"Rachel L. Rupnow, Brooke Randazzo, Eric Johnson, Peter Sassman","doi":"10.1007/s40753-022-00178-9","DOIUrl":"https://doi.org/10.1007/s40753-022-00178-9","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"1 1","pages":"398 - 425"},"PeriodicalIF":1.5,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77011712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
From the Front lines of active learning: Lessons learned from those who are trying 从主动学习的前线:从那些正在尝试的人那里学到的经验教训
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-03 DOI: 10.1007/s40753-022-00176-x
Alison S. Marzocchi, Roberto C. Soto
{"title":"From the Front lines of active learning: Lessons learned from those who are trying","authors":"Alison S. Marzocchi, Roberto C. Soto","doi":"10.1007/s40753-022-00176-x","DOIUrl":"https://doi.org/10.1007/s40753-022-00176-x","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"251 1","pages":"524 - 555"},"PeriodicalIF":1.5,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76307158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers “脚手架”还是“过滤”:微积分课程在学生、专业人员和教师中的不同角色研究述评
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-01 DOI: 10.1007/s40753-022-00180-1
Irene Biza, Alejandro S. González-Martín, Alon Pinto
{"title":"‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers","authors":"Irene Biza, Alejandro S. González-Martín, Alon Pinto","doi":"10.1007/s40753-022-00180-1","DOIUrl":"https://doi.org/10.1007/s40753-022-00180-1","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"9 1","pages":"389 - 418"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79540838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Collectively engaging with others’ reasoning: Building intuition through argumentation in a paradoxical situation 集体参与他人的推理:在矛盾的情况下通过论证建立直觉
IF 1.5
International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-05-18 DOI: 10.1007/s40753-022-00168-x
AnnaMarie Conner, Michal Tabach, C. Rasmussen
{"title":"Collectively engaging with others’ reasoning: Building intuition through argumentation in a paradoxical situation","authors":"AnnaMarie Conner, Michal Tabach, C. Rasmussen","doi":"10.1007/s40753-022-00168-x","DOIUrl":"https://doi.org/10.1007/s40753-022-00168-x","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"95 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81245661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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