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.

Journal Impact: 0.67*

*This value is calculated using ResearchGate data and is based on average citation counts from work published in this journal. The data used in the calculation may not be exhaustive.

Journal impact history

2016 Journal impact Available summer 2017
2015 Journal impact 0.67
2014 Journal impact 0.49
2013 Journal impact 0.43
2012 Journal impact 0.32
2011 Journal impact 0.35
2010 Journal impact 0.38
2009 Journal impact 0.42
2008 Journal impact 0.17
2007 Journal impact 0.21
2006 Journal impact 0.31
2005 Journal impact 0.21
2004 Journal impact 0.21
2003 Journal impact 0.21
2002 Journal impact 0.15
2001 Journal impact 0.16
2000 Journal impact 0.09

Journal impact over time

Journal impact

Additional details

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

This journal may support self-archiving.
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Publications in this journal

  • [Show abstract] [Hide abstract] ABSTRACT: In this article, we revisit the concept of strong differentiability of real functions of one variable, underlying the concept of differentiability. Our discussion is guided by the Straddle Lemma, which plays a key role in this context. The proofs of the results presented are designed to meet a young audience in mathematics, typical of students in a first course of Real Analysis or an honors-level Calculus course.
    Article · Oct 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Considering the important role played by mathematical derivatives in the study of physical–chemical processes, this paper discusses the different possibilities and formulations of this concept and its application. In particular, in Chemical Thermodynamics, we study exact differentials associated with the so-called state functions and inexact differentials associated with path functions. As an application, we discuss the equation of state associated with a gas.
    Article · Oct 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: There are many things which can be made more useful and interesting through the application of creativity. Self-concept in mathematics and some school environmental factors such as resource adequacy, teachers’ support to the students, teachers’ classroom control, creative stimulation by the teachers, etc. were selected in the study. The sample of the study comprised 770 seventh grade students. Pearson correlation, multiple correlation, regression equation and multiple discriminant function analyses of variance were used to analyse the data. The result of the study showed that the relationship between mathematical creativity and each attitudinal and environmental characteristic was found to be positive and significant. Index of forecasting efficiency reveals that mathematical creativity may be best predicted by self-concept in mathematics. Environmental factors, resource adequacy and creative stimulation by the teachers’ are found to be the most important factors for predicting mathematical creativity, while social–intellectual involvement among students and educational administration of the schools are to be suppressive factors. The multiple correlation between mathematical creativity and attitudinal and school environmental characteristic suggests that the combined contribution of these variables plays a significant role in the development of mathematical creativity. Mahalanobis analysis indicates that self-concept in mathematics and total school environment were found to be contributing significantly to the development of mathematical creativity.
    Article · Oct 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Closed captioning of instructional videos is a topic that has not seen much discussion despite its importance for hearing-impaired students and recent legal ramifications if videos are not appropriately captioned. In particular, it is unclear what best practice in captioning videos should be to benefit all learners in disciplines such as mathematics with a reliance on the development of visual explanation while providing audio narration. In this paper, we report on a study undertaken at an Australian university, to investigate the perceived level of usefulness of captions and their automatic translations in a mathematics course. We discovered that students broadly agreed that captions are a useful learning feature: to allow flexibility of where and when a video is watched, but also to help understand speaker accents, and clarify explanations that are difficult to hear in the recording. Due to the high levels of use and perceived educational benefits of closed captions in online video but limited literature, there is a significant need for new research in this area. An urgent discussion is needed to explore how students engage with closed captions, how they may support learning, and to investigate implications on instructional design of mathematical videos.
    Article · Oct 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: The purpose of this paper is to describe the mathematics that emanates from the construction of an origami box. We first construct a simple origami box from a rectangular sheet and then discuss some of the mathematical questions that arise in the context of geometry and algebra. The activity can be used as a context for illustrating how algebra and geometry, like other branches of mathematics, are interrelated.
    Article · Oct 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Epidemiology is the study of the distribution of disease in human populations. This means that authentically teaching primary data collection in epidemiology is difficult as students cannot easily access suitable human populations. Using an action research methodology, this paper studied the use of a virtual human population (called The Island) to enable students to experience many features of authentic primary data collection in epidemiological research. The Island was used in a course introducing epidemiology and biostatistics for students in non-quantitative disciplines. This paper discusses how The Island was introduced into the course, and then evaluates the change. Students were highly engaged, and students and teaching staff responded favourably to the use of The Island, with 70% of students agreeing or strongly agreeing that The Island was easy to use, and 64% agreeing or strongly agreeing that the use of a virtual population was beneficial to their understanding of epidemiology.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Dr RL Moore was undoubtedly one of the finest mathematics teachers ever. He developed a unique teaching method designed to teach his students to think like mathematicians. His method was not designed to convey any particular mathematical knowledge. Instead, it was designed to teach his students to think. Today, his method has been modified to focus on using student participation toward the goal of the conveyance of mathematical knowledge rather than on Dr Moore's goal of teaching students to think. This article proposes that undergraduates would be better served if they took at least one course using Dr Moore's original method and his original goal.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Flipped instruction is increasing in popularity, however research that moves beyond descriptions of its implementation in mathematics classes is lacking. We sought to better understand how students taking an introductory college algebra course used the resources provided within a flipped instructional model and how students viewed such resources as useful to their learning. Data from course activity records and student usage surveys were used to characterize the frequency of student access to course resources (e.g. video lectures and comprehension assessments) and students' perceptions of the usefulness of these resources. Students naturally fell into one of four categories with respect to video usage and success in the course. Students who employed videos as intended were successful in the class. Students rated watching videos and working on homework in class as the activities that best supported their learning. Students did not perceive group work and in-class presentations as helpful. Our findings have implications for other instructors implementing flipped instruction. We argue that while flipping collegiate mathematics courses has great potential, instructors need to explicitly attend to the design of the in-class components in order to maximize student learning.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Given three planes in space, a complete characterization of their intersection is provided. Special attention is paid to the case when the intersection set does not exist of one point only. Besides the vector cross product, the tool of generalized inverse of a matrix is used extensively.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: In Advanced Calculus, our students wonder if it is possible to graphically represent a tornado by means of a three-dimensional curve. In this paper, we show it is possible by providing the parametric equations of such tornado-shaped curves.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: I propose that students pay more attention to the approximations that lead to integral formulas when they study applications of the definite integral. The goal is to focus students on the underlying concepts and the definition of the definite integral – and to steer them away from memorizing formulas. To address this goal, I have written some computer-based activities that guide students through the nuts and bolts of the approximations that eventually lead to integral formulas. I describe the activities and suggest a few changes as to how we might approach this material.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: We present a geometrical investigation of the process of creating an infinite sequence of triangles inscribed in a circle, whose areas, perimeters and lengths of radii of the inscribed circles tend to a limit in a monotonous manner. First, using geometrical software, we investigate four theorems that represent interesting geometrical properties, after which we present formal proofs that rest on a combination between different fields of mathematics: trigonometry, algebra and geometry, and the use of the concept of standard deviation that is taken from statistics.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors’ provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.
    Article · Sep 2016 · International Journal of Mathematical Education
  • [Show abstract] [Hide abstract] ABSTRACT: Covariational reasoning has been the focus of many studies but only a few looked into this reasoning in the polar coordinate system. In fact, research on student's familiarity with polar coordinates and graphing in the polar coordinate system is scarce. This paper examines the challenges that students face when plotting polar curves using the corresponding plot in the Cartesian plane. In particular, it examines how students coordinate the covariation in the polar coordinate system with the covariation in the Cartesian one. The research, which was conducted in a sophomore level Calculus class at an American university operating in Lebanon, investigates in addition the challenges when students synchronize the reasoning between the two coordinate systems. For this, the mental actions that students engage in when performing covariational tasks are examined. Results show that coordinating the value of one polar variable with changes in the other was well achieved. Coordinating the direction of change of one variable with changes in the other variable was more challenging for students especially when the radial distance r is negative.
    Article · Sep 2016 · International Journal of Mathematical Education