How to understand a theorem?
Buma Abramovitz, Miryam Berezina, A. Berman, Ludmila Shvartsman
págs. 577-586
Constructive development of the solutions of linear equations in introductory ordinary differential equations
D.G. Mallet, Scott W. McCue
págs. 587-595
Factors shaping mathematics lecturers' service teaching in different departments
E. Bingolbali, M.F. Ozmantar
págs. 597-617
Assessing Logo programming among Jordanian seventh grade students through turtle geometry
Amal Khasawneh
págs. 619-639
A course on experimental design for different university specialties: experiences and changes over a decade
Víctor Martínez Luaces, Blanca Velázquez, Valerie Dee
págs. 641-657
A simple method to find out when an ordinary differential equation is separable
José Ángel Cid Araújo
págs. 659-662
More than multiplication in a 12 × 12 multiplication table
Faaiz Gierdien
págs. 662-669
The forced van der Pol equation
Temple H. Fay
págs. 669-677
Euler teaches a class in structural steel design
David Boyajian
págs. 677-689
Using dynamic graphs to reveal student reasoning
Marshall Lassak
págs. 690-696
Ball launched against an inclined plane - an example of using recurrent sequences in school physics
Jan Benacka, Igor Stubna
págs. 696-705
Diagonalization and Jordan normal form - motivation through Maple®
P. Glaister
págs. 705-712
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