Understanding Teachers' Mathematical Knowledge Using Non-Typical Examples
AN OBJECTIVE MEASUREMENT OF SELF-MONITORING STRATEGY ON PROBLEM SOLVING IN MATHEMATICS
METACOGNITION AND ACHIEVEMENT IN COMPUTER SCIENCE OF DEGREE STUDENTS
Editorial: Indian Educational Researcher Volume 3, Issue 1, January - June 2010
Editorial Note January 28, 2010. Pages: 01-01.
Indian Educational Researcher has now entered its third year in existence. The changes the
journal has been through since its advent has been a tremendous learning experience for all
of us at Stella Matutina College of Education.
Volume 3 Issue 1 represents the true spirit of the journal both in terms of its content and the geographic reach. I am truly proud to present to the readers this issue focusing on Mathematics Teacher Education with contributions from internationally reputed Mathematics Teacher Educators.
Dr. Jill Adler addresses the status of Mathematics teacher education in South Africa. From the University of Melbourne, we have Dr. Robyn Pierce and Dr. Kaye Stacey discussing the place of dynamic geometry in the middle school mathematics curriculum. Dr. Shweta Naik from the Homi Bhabha Centre for Science Education has examined the understanding of non-typical examples in mathematics teachers.
Dr. Ramganesh from Bharathidasan University has investigated self-monitoring strategies used by high school students while problem solving. Ms. Kanmani and Dr. Annaraja report on the relationship between metacognition and academic achievement of computer science students.
Musings has Mr. Sundaram, Principal, KD Ambani Vidyamandir, and an experienced mathematics teacher, pondering on why students find mathematics difficult. Thank you for your support. We look forward to continued active interaction from our readers.