International Journal of Mathematical Education (Int J Math Educ Sci Tech)

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

  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.
    No preview · Article · Feb 2016 · International Journal of Mathematical Education
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    ABSTRACT: Access to advanced study in mathematics, in general, and to calculus, in particular, depends in part on the conceptual architecture of these knowledge domains. In this paper, we outline an alternative conceptual architecture for elementary calculus. Our general strategy is to separate basic concepts from the particular advanced techniques used in their definition and exposition. We develop the beginning concepts of differential and integral calculus using only concepts and skills found in secondary algebra and geometry. It is our underlining objective to strengthen students' knowledge of these topics in an effort to prepare them for advanced mathematics study. The purpose of this reconstruction is not to alter the teaching of limit-based calculus but rather to affect students' learning and understanding of mathematics in general by introducing key concepts during secondary mathematics courses. This approach holds the promise of strengthening more students' understanding of limit-based calculus and enhancing their potential for success in post-secondary mathematics.
    No preview · Article · Jan 2016 · International Journal of Mathematical Education
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    ABSTRACT: This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi puzzle. These concepts include, but are not limited to, conditionals, iteration, and recursion. Lessons, such as the one proposed in this article, are easily implementable in mathematics classrooms and extracurricular programmes as they are good candidates for ‘drop in’ lessons that do not need to fit into any particular place in the typical curriculum sequence. As an example for readers, the author describes how she used the puzzle in her own Number Sense and Logic course during the federally funded Upward Bound Math/Science summer programme for college-intending low-income high school students. The article explains each computer science term with real-life and mathematical examples, applies each term to the Tower of Hanoi puzzle solution, and describes how students connected the terms to their own solutions of the puzzle. It is timely and important to expose mathematics students to computer science concepts. Given the rate at which technology is currently advancing, and our increased dependence on technology in our daily lives, it has become more important than ever for children to be exposed to computer science. Yet, despite the importance of exposing today's children to computer science, many children are not given adequate opportunity to learn computer science in schools. In the United States, for example, most students finish high school without ever taking a computing course. Mathematics lessons, such as the one described in this article, can help to make computer science more accessible to students who may have otherwise had little opportunity to be introduced to these increasingly important concepts.
    No preview · Article · Jan 2016 · International Journal of Mathematical Education
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    ABSTRACT: In this article, we give two examples of creating portable chalkboards using chalkboard paint for students to use during cooperative learning. This provides a creative method for professors to facilitate active learning in the undergraduate mathematics classroom.
    No preview · Article · Dec 2015 · International Journal of Mathematical Education
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    ABSTRACT: The aim of this study was to investigate the appropriateness of high school students' definitions. The participants in this study were 269 high school students from a public school in Ordu city, which is on the Black Sea coast of Turkey. The participants were asked to write their definitions with no time constraints. In the analysis of the definitions, students' ability to distinguish necessary and sufficient conditions and their ability to use appropriate mathematical terminology were taken into account. The task used in this study enabled us to mirror students' difficulties and inadequacies about their definitions of a parallelogram. The findings indicated that most of the students defined parallelogram inappropriately because they had used incomplete or incorrect statements. On the other hand, for the appropriate definitions, it was found that the number of uneconomical definitions was almost the same as the number of economical ones. At the end of the study, it was suggested that defining activities should be integrated into curriculums explicitly and should be given importance in our mathematic lessons.
    No preview · Article · Dec 2015 · International Journal of Mathematical Education
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    ABSTRACT: The fundamental ideas of Minkowski geometries are presented. Learning about Minkowski geometries can sharpen our students’ understanding of concepts such as distance measurement. Many of its ideas are important and accessible to undergraduate students. Following a brief overview, distance and orthogonality in Minkowski geometries are thoroughly discussed and many illustrative examples and applications are supplied. Suggestions for further study of these geometries are given. Indeed, Minkowski geometries are an excellent source of topics for undergraduate research and independent study.
    No preview · Article · Dec 2015 · International Journal of Mathematical Education
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    ABSTRACT: Flipped learning is gaining traction in K-12 for enhancing students’ problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both quantitative and qualitative measures such as item scores on a common final and attitude survey results between a flipped and a traditional Introductory Linear Algebra class taught by two individual instructors at a state university in California in Fall 2013. Students in the flipped class were asked to watch short video lectures made by the instructor and complete a short online quiz prior to each class attendance. The class time was completely devoted to problem solving in group settings where students were prompted to communicate their reasoning with proper mathematical terms and structured sentences verbally and in writing. Examination of the quality and depth of student responses from the common final exam showed that students in the flipped class produced more comprehensive and well-explained responses to the questions that required reasoning, creating examples, and more complex use of mathematical objects. Furthermore, students in the flipped class performed superiorly in the overall comprehension of the content with a 21% increase in the median final exam score. Overall, students felt more confident about their ability to learn mathematics independently, showed better retention of materials over time, and enjoyed the flipped experience.
    No preview · Article · Nov 2015 · International Journal of Mathematical Education
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    ABSTRACT: There is considerable variety in inquiry-oriented instruction, but what is common is that students assume roles in mathematical activity that in a traditional, lecture-based class are either assumed by the teacher (or text) or are not visible at all in traditional math classrooms. This paper is a case study of the teaching of an inquiry-based undergraduate abstract algebra course. In particular, gives a theoretical account of the defining and proving processes. The study examines the intellectual responsibility for the processes of defining and proving that the professor devolved to the students. While the professor wanted the students to engage in all aspects of defining and proving, he was only successful at devolving responsibility for certain aspects and much more successful at devolving responsibility for proving than conjecturing or defining. This study suggests that even a well-intentioned instructor may not be able to devolve responsibility to students for some aspects of mathematical practice without using a research-based curriculum or further professional development.
    No preview · Article · Nov 2015 · International Journal of Mathematical Education
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    ABSTRACT: A new class of polynomials pn(x) known as β-reciprocal polynomials is defined. Given a parameter (Formula presented.) that is not a root of −1, we show that the only β-reciprocal polynomials are pn(x) ≡ xn. When β is a root of −1, other polynomials are possible. For example, the Hermite polynomials are i-reciprocal, (Formula presented.).
    No preview · Article · Nov 2015 · International Journal of Mathematical Education
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    ABSTRACT: In this note, we study the Lucas p-numbers and introduce the Lucas p-triangle, which generalize the Lucas triangle is defined by Feinberg. We derive an expansion for the Lucas p-numbers by using some properties of our triangle.
    No preview · Article · Nov 2015 · International Journal of Mathematical Education
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    ABSTRACT: In this paper, we present a linear algebra-based derivation of the analytic formula for the sum of the first nth terms of the arithmetico-geometric sequence. Furthermore, the advantage of the derivation is briefly discussed.
    No preview · Article · Nov 2015 · International Journal of Mathematical Education