|
Pages |
Author/s |
Title (click title to download) |
|
v-vii |
|
Table
of Contents |
|
viii-ix
|
|
Preface |
|
3-12 |
D. Butler
|
What
can technology add to mathematics and science teaching?
|
|
13-27 |
D. O. Tall
|
Teachers as mentors to encourage both power and simplicity in active mathematical
learning
|
|
29-44 |
N. Reid |
A scientific approach to the teaching of the sciences: What do we know about how
students learn in the sciences and how students learn in
the sciences and how can we make our teaching match this
to maximise performance?
|
|
49-55 |
B. Yushau
|
The effect of learning styles in learning mathematics with technology
|
|
57-61 |
J.B. Nair, J. Mani and P. Radhakrishnan |
College
algebra: A course in need of improvement |
|
63-68 |
F. K. Al Rawahi, A. S. Al Aamri and A. Huq
|
Numerical solution of differential equations using Excel |
|
69-75 |
T. Srinivasan
|
An investigative and activity-based approach to mathematics teaching
|
|
77-87 |
N. Fahnestock |
Study on interactive software in mathematics Classroom
|
|
89-99
|
D.
Moran, E. Durham and H. Owen
|
From
disorientation to application: Integrated mathematics
and computing tasks
|
|
101-108
|
B. Yushau and M. H. Omar
|
Students’ perception of their readiness versus their
true performance in pre-calculus algebra examination
|
|
109-111
|
M. R. Alaimia |
Geometric interpretation of the Gauss elimination method for linear systems |
|
113-117
|
G. K. Ward |
Using
multiple representations to promote understanding in the learning of
mathematics
|
|
119-126 |
A. Didenko, D. Allison, S. M. Stewart |
Using technology to forge the link between formal
mathematical definitions and related problem-solving techniques |
|
127-137 |
J. Burton and R. E. Bruhn |
Web
technologies for interactive online
mathematics
|
|
141-147 |
C. Bradley, M. Stokes and T. Ismael |
Using Force Concept Inventory for engineering physics in
the United Arab Emirates |
|
149-152
|
M. Benkraouda |
Just-in-time Teaching method for a physics course with
Blackboard used as the interaction tool with students
|
|
153-156 |
I. Fernini
|
Teaching introductory astronomy to non-science majors
|
|
157-160 |
P. Rostron |
Chemical demonstrations: Science and theory |
|
161-170 |
E. D. Davis |
Enhancing the motivation of Limited English Proficient introductory physics
students by activity-based instructions
|
|
171-175 |
S. A. Khan |
Microsoft
Excel in the physics classroom |
|
177-189 |
C. Bradley and K. Agyeman |
Online physics homework for engineering students in the United Arab Emirates |
|
191-209 |
S. M. Stewart, K. J. Dean and M. P. Dirks |
Phyziks is
Phun: A modest collection of simple demonstration
experiments which are sure to delight
|
|
213-230 |
V. Eveloy and P. Rodgers
|
Introducing mechanical engineering to students in the Gulf region
|
|
231-241 |
S. Scott, J. Ahmad |
Preparing engineering students for environmental and the
Student stewardship in the twenty-first century: The
Design Teams Petroleum Institute design teams develop
plastics recycling plan |
|
243-254 |
A. Al-Rawi and A. Lansari
|
Java
versus C++ for engineering education |
|
255-265 |
L. Lamont |
Using
an interactive problem-solving technique control systems
|
|
267-275
|
A. Kharab
|
Numerical solution of linear systems using a macro
program
|
|
277-283 |
A. S. Al Yahmadi, M. Al Mugheiry and S. Al Kitani |
Robotic kits as a platform for learning |
|
287-294 |
M. S. Sallimah |
The
influence of external factors on secondary teachers’
intention to use and actual use of Information and
Communication Technology in teaching
|
|
295-307 |
V. Stevens |
Second Life and online collaboration through
peer-to-peer distributed learning networks
|
|
309-318
|
R. M. Salleh
|
The
use of ICT in primary schools among experienced teachers
and teacher trainees: An ally or opponent?
|
|
319-323
|
R. D. S. Kumar D. Ramalingam
|
Problems in the computer laboratory: An effective
method of monitoring student activities and delivering
multimedia content
|
|
325-332 |
J. M. Yusof |
Pre-service student thinking on using Information and
Communication Technology in teaching |
|
335-338 |
P. Rostron |
Interim report on observation of gender differences in
science education |
|
339-342
|
L. Lau and R. Lau |
Newton
and the laws of grammar: Science in the language
classroom |
|
343-355
|
S. Abu Rmaileh and K. Hamdan |
Culture and its effects on student learning |
|
357-372 |
H. S. Dhindsa and M. Kasim |
Constructivist-visual mind mapping teaching approach and
science students achievement
|
|
373-381 |
H. A. Hussein
|
Investigating the effectiveness of using additional
reading material on English learners’ attitudes and
perceptions related to science
|
|
383-390 |
P. Macleod, J. Yang and R. Pheasant
|
Issues
surrounding academic integrity in the Middle East
|
|
391-397 |
S. A. Hijazi and M. Chabi |
The
mini-exam project for large groups of students |
|
399-410 |
S. Abu Rmaileh and K. Hamdan
|
Improving student thinking in the content area |
|
411-424 |
J. V. M. Corbeil
and N. Fahnestock |
Penguins, polar bears and icebergs: Theory and
strategies for teaching mathematics and science in a
second language
|
