Physink: sketching physical behavior by Davis, Randall, Scott, Jeremy Kenneth

“…We envision PhysInk being used as a physics teacher's sketchpad or a WYSIWYG tool for game designers.…”
Get full text
Get full text
Get full text

Utilization of computer technology in learning transformation by Abu Bakar, Kamariah, Mohd Ayub, Ahmad Fauzi, Ahmad Tarmizi, Rohani

“…Various types of dynamic mathematical software such as Geometer’s Sketchpad, Autograph and the Graphing Calculator have been utilized for the learning of mathematics in Malaysian secondary schools. …”

Exploring the effectiveness of using GeoGebra and e-transformation in teaching and learning mathematics by Abu Bakar, Kamariah, Mohd Ayub, Ahmad Fauzi, Ahmad Tarmizi, Rohani

“…Various types of dynamic mathematical softwares, such as Geometer’s Sketchpad, Autograph and the Graphing Calculator, have been utilized for learning mathematics in Malaysian secondary schools. …”
Get full text

Effects of motivational adaptive instruction on student motivation towards mathematics in a technology-enhanced learning classroom by Wong, Su Ling, Wong, Su Luan

“…This quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students’ motivation towards mathematics in a technology-enhanced learning classroom. Geometer’s Sketchpad is used in the study to foster a technology-enhanced learning environment. …”
Get full text

A comparison of Malaysian secondary students perceived ease of use and usefulness of dynamic mathematical software. by Mohd. Ayub, Ahmad Fauzi, Ahmad Tarmizi, Rohani, Abu Bakar, Kamariah, Md. Yunus, Aida Suraya

“…The use of Geometer's Sketchpad (GSP), Autograph and the Graphing Calculator (GC) had been implemented for the learning of mathematics in Malaysian secondary schools. …”
Get full text

Development and evaluation of a CAI courseware ‘G-Reflect’ on students’ achievement and motivation in learning mathematics by Mahmud, Rosnaini, Ismail, Mohd Arif, Lim, Ai Kiaw

“…The ‘G-Reflect’ was developed based on the ADDIE instructional system design model and using the Geometer’s Sketchpad (GSP) software. Three types of instruments were employed: Courseware Evaluation Checklist, Instructional Materials Motivation Survey (IMMS) questionnaire and Diagnostic Test which were validated by a panel of subject matter and instructional design experts. …”
Get full text

Impairments in working memory associated with naturalistic dieting in women: no relationship between task performance and urinary 5-HIAA levels. by Green, M, Jones, A, Smith, I, Cobain, MR, Williams, J, Healy, H, Cowen, P, Powell, J, Durlach, P

“…This was analysed (via HPLC) for levels of the main serotonin metabolite 5-HIAA.The results of the present study broadly replicated previous findings of a Central Executive and Phonological Loop (but not Visuo-Spatial Sketchpad) deficit in those subjects who reported themselves to be currently dieting. …”

A comparison of Malaysian secondary students perceived ease of use and usefulness of dynamic mathematical software by Mohd Ayub, Ahmad Fauzi, Ahmad Tarmizi, Rohani, Abu Bakar, Kamariah, Md Yunus, Aida Suraya

“…The use of Geometer’s Sketchpad (GSP), Autograph and the Graphing Calculator (GC) had been implemented for the learning of mathematics in Malaysian secondary schools. …”
Get full text

Effects of motivational adaptive instruction on motivation towards mathematics learning among lower secondary school students by Wong, Shu Ling

“…A mathematics motivational adaptive instructional approach was designed in accordance with the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model to improve students’ motivation towards mathematics learning. Geometer’s Sketchpad (GSP) was utilised in the study to foster a technology-enhanced learning environment. …”
Get full text

The importance of additive reasoning in children's mathematical achievement: a longitudinal study by Boby, C

“…At the first time point (T1 – first grade), they were assessed using non-verbal intelligence, working memory (central executive, phonological loop, and visuospatial sketchpad), counting ability (procedural counting and conceptual knowledge of counting), additive reasoning (knowledge of the commutativity and complement principles), and mathematical achievement (calculation and story problem solving). …”