Taking down field notes on life and actions, events, people, and objects in it

Dirksen, Julie. 2011. Design for How People Learn. New Riders. Findings: When it’s two different teachers, some of the differences are due to personality or charisma, but those aren’t usually the only differences. And when it’s an e-learning course, there’s no teacher at all. How is a really good e-learning course different from just reading […]

*March 30, 2013*
by *B.J.D.Armas*

DuBay, William H. “The principles of readability.” Impact Information (2004): 1-76. Key Passages Findings: What is readability? Readability is what makes some texts easier to read than others. It is often confused with legibility, which concerns typeface and layout. George Klare (1963) defines readability as “the ease of understanding or comprehension due to the style […]

*September 23, 2012*
by *B.J.D.Armas*

Le Roux, K. (2008). Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts. In J. F. Matos , P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 340-351). Centro de Investigação em Educação, Universidade de Liboa and the Department of Education, Learning and […]

*September 23, 2012*
by *B.J.D.Armas*

Shepherd, Mary D., Annie Selden, and John Selden. 2012. “University Students’ Reading of Their First-Year Mathematics Textbooks.” Mathematical Thinking and Learning 14 (3): 226–256. doi:10.1080/10986065.2012.682959. Methods: Examines textbook reading of 11 beginning undergrad students from perspectives of working tasks in the passages read, the writing style of US math textbooks, and reading comprehension literature. (227) […]

*September 23, 2012*
by *B.J.D.Armas*

Lithner, Johan. 2004. “Mathematical Reasoning in Calculus Textbook Exercises.” The Journal of Mathematical Behavior 23 (4): 405–427. doi:10.1016/j.jmathb.2004.09.003. Methods: However, in this paper I will: (i) study more carefully some of the mathematically superficial strategies and reasoning possible to use when solving exercises; (ii) propose a framework that can be applied to study students actual […]

*September 22, 2012*
by *B.J.D.Armas*

Mesa, Vilma, and Brett Griffiths. “Textbook Mediation of Teaching: An Example from Tertiary Mathematics Instructors.” Educational Studies in Mathematics 79, no. 1 (2012): 85–107. Methods: Drawing on data from interviews with mathematics faculty in three different types of undergraduate institutions and using Rabardel’s model of instrument use (Vérillon & Rabardel 1995), we describe three ways […]

*September 22, 2012*
by *B.J.D.Armas*

Zevenbergen, R. (2000). “Cracking the code” of mathematics: School success as a function of linguistic, social and cultural background. In J. Boalezr (Ed.), Multiple perspectives on mathematics teaching and learning. . New York: JAI/Ablex. Methods: Three common communicative strategies found in mathematics classrooms form the basis of this chapter. The first is the type of […]

April 4, 2013byB.J.D.Armas1