International Journal of Mathematical Education Impact Factor & Information

Publisher: Taylor & Francis

Journal description

Mathematical education is a key criterion for successful economic development and currently forms the basis of several government initiatives throughout the world. The International Journal of Mathematical Education in Science and Technology provides a medium by which a wide range of experience in mathematical education can be presented, assimilated and eventually adapted to everyday needs in schools, colleges, universities, industry and commerce. Contributions are welcomed from teachers and users of mathematics at all levels on the contents of syllabuses and methods of presentation. Mathematical models arising from real situations, the use of computers, new teaching aids and techniques also form an important part of the journal.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Mathematical Education in Science & Technology website
Other titles International journal of mathematical education in science and technology, Mathematical education in science and technology
ISSN 0020-739X
OCLC 1605999
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • International Journal of Mathematical Education 08/2015; DOI:10.1080/0020739X.2015.1071441
  • International Journal of Mathematical Education 08/2015; DOI:10.1080/0020739X.2015.1072880
  • International Journal of Mathematical Education 08/2015; DOI:10.1080/0020739X.2015.1070442
  • International Journal of Mathematical Education 08/2015; DOI:10.1080/0020739X.2015.1070440
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    ABSTRACT: This article treats the problem of introducing transform theory (Fourier, Laplace, z) to undergraduate students and we suggest a vector approach which means that signals (functions of time) should be treated as vectors from the beginning and that transforms are introduced as a scalar product; the transform should be presented as a tool to analyse the signal exactly in the same way as the dot product is used to analyse an ‘arrow’ vector in a Cartesian space. Hence, the transform becomes a tool to find the signal's magnitude in the directions of the basis vectors.
    International Journal of Mathematical Education 07/2015; 46(5). DOI:10.1080/0020739X.2014.985271
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    ABSTRACT: In this paper, we give a straightforward method to solve non-homogeneous second-order linear differential equations with constant coefficients. The advantage of this method is that it does not require the uniqueness and existence theorem of the solution of the problem of initial values. Neither does it require the characterization of the linear independence of solutions by the Wronskian, nor the unnatural method of variation of parameters. As an additional benefit of this method, we obtain a single formula for the general solution, that is, a formula that expresses the general solution independent of the nature of the roots of the characteristic equation, namely it does not matter if the roots are equal or different real numbers or if they are two conjugated complex numbers.
    International Journal of Mathematical Education 07/2015; 46(5). DOI:10.1080/0020739X.2014.992988
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    ABSTRACT: In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach’s Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students’ perceptions of their workload emerged as the factor having the greatest impact on student’s performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.
    International Journal of Mathematical Education 06/2015; DOI:10.1080/0020739X.2015.1057247
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    ABSTRACT: Universities invest significant resources in the provision of mathematics tuition to first year students, through both traditional and non-traditional means. Research has shown that a significant minority of students do not engage with these resources appropriately. This paper presents findings from a study of two groups of students at Maynooth University. Both groups had similar mathematical backgrounds on entry to university. The first group consisted of seven students who had failed first year mathematics and had very low levels of engagement with available supports. The second group consisted of nine students who had passed first year mathematics and had engaged with the supports to a significant extent. It emerged that while both groups initially displayed similar tactics and encountered similar difficulties, their levels of reaction to a number of critical events in their mathematical education were key to their engagement levels and their subsequent progression. Further analysis revealed aspects of the students' behaviour which caused them to approach or avoid difficulties. The reasons behind the different student behaviours were investigated, and the main categories of influence on student behaviour which emerged from the interview data were fear, social factors, and motivation.
    International Journal of Mathematical Education 06/2015; DOI:10.1080/0020739X.2015.1050706
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    ABSTRACT: We study here a pair of sequences of polynomials that arise from a particular iterated mapping on the plane. We show how these sequences come about, and give some of their interesting mathematical properties.
    International Journal of Mathematical Education 06/2015; DOI:10.1080/0020739X.2015.1053997
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    ABSTRACT: This paper has originated from our interest in approaching mathematical concepts starting from people's common-sense intuitions and building up from there. This goal is challenging both in designing the didactical transposition and sequencing of the mathematical subject matter, and in adopting the open and interactive teaching approach needed to achieve students' active participation and reflection. To demonstrate these challenges, and our experience of trying to cope with them, we have chosen the concept of ‘inverses’ as used in group theory, and its common-sense precursor ‘opposites’. We present our approach via a series of workshop iterations, which summarizes our experience in the many actual workshops we ran in Israel and in Denmark.
    International Journal of Mathematical Education 06/2015; DOI:10.1080/0020739X.2015.1049229
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    ABSTRACT: This paper gives an account of an experiment in which 33 high school students of age 16-19 acquired the principles of the integral calculus through applying the rectangle method in spreadsheet to calculate the area of a planar figure bounded by the graph of a function and the volume of a body created by the rotation of the graph. A questionnaire survey was carried out to find out whether the students found the lesson interesting, contributing to their mathematical and technological knowledge and motivating to continue with more complicated tasks.
    International Journal of Mathematical Education 06/2015; DOI:10.1080/0020739X.2015.1050708
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    ABSTRACT: We show how two linearly independent vectors can be used to construct two orthogonal vectors of equal magnitude in a simple way. The proof that the constructed vectors are orthogonal and of equal magnitude is a good exercise for students studying properties of scalar and vector triple products. We then show how this result can be used to prove van Aubel's theorem that relates the two line segments joining the centres of squares on opposite sides of a plane quadrilateral.
    International Journal of Mathematical Education 05/2015; DOI:10.1080/0020739X.2015.1049231
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    ABSTRACT: In this paper, we report a teaching experiment regarding the theory of polynomial approximations at the university mathematics teaching in Sweden. The experiment was designed by applying Variation theory and by using the free dynamic mathematics software GeoGebra. The aim of this study was to investigate if the technology-assisted teaching of Taylor polynomials compared with traditional way of work at the university level can support the teaching and learning of mathematical concepts and ideas. An engineering student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The data were gathered by video recording of the lectures, by doing a post-test concerning Taylor polynomials in both groups and by giving one question regarding Taylor polynomials at the final exam for the course in Real Analysis in one variable. In the analysis of the lectures, we found Variation theory combined with GeoGebra to be a potentially powerful tool for revealing some critical aspects of Taylor Polynomials. Furthermore, the research results indicated that applying Variation theory, when planning the technology-assisted teaching, supported and enriched students’ learning opportunities in the study group compared with the control group.
    International Journal of Mathematical Education 05/2015; DOI:10.1080/0020739X.2015.1046961
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    ABSTRACT: Exercises involving the calculation of the derivative of piecewise defined functions are common in calculus, with the aim of consolidating beginners’ knowledge of applying the definition of the derivative. In such exercises, the piecewise function is commonly made up of two smooth pieces joined together at one point. A strategy which avoids using the definition of the derivative is to find the derivative function of each smooth piece and check whether these functions agree at the chosen point. Showing that this strategy works together with investigating discontinuities of the derivative is usually beyond a calculus course. However, we shall show that elementary arguments can be used to clarify the calculation and behaviour of the derivative for piecewise functions.
    International Journal of Mathematical Education 05/2015; DOI:10.1080/0020739X.2015.1049230