Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education: a case study (English)
- New search for: Peters, M.
- New search for: Peters, M.
In:
TEACHING MATHEMATICS AND ITS APPLICATIONS
;
34
, 1
;
53-62
;
2015
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ISSN:
- Article (Journal) / Print
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Title:Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education: a case study
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Contributors:Peters, M. ( author )
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Published in:TEACHING MATHEMATICS AND ITS APPLICATIONS ; 34, 1 ; 53-62
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Publisher:
- New search for: Oxford University Press
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Publication date:2015-01-01
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Size:10 pages
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ISSN:
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Type of media:Article (Journal)
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Type of material:Print
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Language:English
- New search for: 510
- Further information on Dewey Decimal Classification
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Classification:
DDC: 510 -
Source:
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Table of contents – Volume 34, Issue 1
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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Special issue: Contributions from the SEFI Maths Working Group Conference 2014Alpers, B et al. | 2015
- 3
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Investigating engineering practice is valuable for mathematics learningGoold, E et al. | 2015
- 16
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Investigating the engagement of mature students with mathematics learning supportBreen, C et al. | 2015
- 26
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Beginning students may be less capable of proportional reasoning than they appear to beGlaser, K et al. | 2015
- 35
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Using student performance to judge the difficulty of examinationsRoegner, K et al. | 2015
- 44
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A case study of an experiment using streaming of lectures in teaching engineering mathematicsFredriksen, H et al. | 2015
- 53
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Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education: a case studyPeters, M et al. | 2015