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Girvan, Carina; Wickham, C. M.; Tangney, B.
Languages: English
Types: Unknown

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  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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    • Bray, A., Oldham, E., & Tangney, B. (2013). THE HUMAN CATAPULT AND OTHER STORIESADVENTURES WITH TECHNOLOGY IN MATHEMATICS EDUCATION. Paper presented at the 11th International Conference on Technology in Mathematics Teaching (ICTMT11).
    • Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85(0), 59-73. doi:http://dx.doi.org/10.1016/j.compedu.2015.02.007
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    • Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students' attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300. doi:http://dx.doi.org/10.1016/j.compedu.2005.01.006
    • Rieber, L. P. (2005). Multimedia learning in games, simulations, and microworlds. The Cambridge handbook of multimedia learning, 549-567.
    • Saleh, S. (2011). The Level of B.Sc.Ed Students' Conceptual Understanding of Newtonian Physics. International Journal of Academic Research in Business & Social Sciences, 1(3), 249-256.
    • Tangney, B., & Bray, A. (2013). Mobile Technology, Maths Education & 21C Learning. QScience Proceedings(12th World Conference on Mobile and Contextual Learning [mLearn 2013).
    • Tangney, B., Bray, A., & Oldham, E. (2015). Realistic Mathematics Education, Mobile Technology & The Bridge21 Model For 21st Century Learning - A Perfect Storm. In H. T. J. Crompton (Ed.), Mobile Learning and Mathematics: Foundations, Design and Case Studies (pp. 96- 105): Routledge.
    • Zacharia, Z. C., & de Jong, T. (2014). The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical ManipulativesOriented Curriculum. Cognition and Instruction, 32(2), 101-158.
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