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Browsing Faculty of Design and Creative Technologies (Te Ara Auaha) by Author "Klymchuk, S"

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Now showing items 1-20 of 33

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    • A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education 

      Hong, Y; Kerr, S; Klymchuk, S; McHardy, J; Murphy, P; Spencer, S; Thomas, M; Watson, P (Taylor & Francis, 2009)
      The transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education ...
    • Analysing university students' abilities in making assumptions in a ballistics model: a case study 

      Klymchuk, S (The Bronx Colleges of the City University of New York, 2016)
      This paper investigates abilities of two groups of university students in making assumptions in a ballistics model. The first group consisted of postgraduate students majoring in applied mathematics from a New Zealand ...
    • Application Problems Vs Pure Mathematics Questions: Students’ Perspectives 

      Klymchuk, S; Spooner, K (Institute of Mathematics and its Applications (IMA), 2017)
      The paper presents results of two case studies with undergraduate students majoring in applied mathematics and engineering. The first case study deals with students’ preferences and difficulties with application problems ...
    • Applications in Unusual Contexts in Engineering Mathematics: Students’ Attitudes 

      Gruenwald, N; Sauerbier, G; Narayanan, A; Klymchuk, S; Zverkova, T (Mathematics Teaching-Research Journal (MTRJ), 2010)
      This paper presents results of three studies on using an innovative pedagogical strategy in teaching mathematical modelling and applications to engineering students. The studies analyse engineering students’ attitudes ...
    • Counter-Examples and Paradoxes in Teaching Mathematical Statistics: A Case Study 

      Kachapova, F; Black, M; Klymchuk, S; Kachapov, I (Mathematics Teaching-Research Journal (MTRJ), 2007)
    • Counter-examples in teaching/learning of calculus: students’ performance 

      Klymchuk, S (2005)
      This paper presents a case study which involved the first year science and engineering students of the Auckland University of Technology, New Zealand. After very favourable feedback received from the students in the ...
    • Enhancing Generic Thinking Skills of Tertiary STEM Students through Puzzle-based Learning 

      Klymchuk, S; Thomas, M; Gulyaev, S; Evans, T (Ako Aotearoa, 2017)
      Executive Summary The aim of the project was to evaluate the impact of the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy for enhancing generic thinking skills of tertiary STEM ...
    • Evaluating the Impact of Puzzle-based Learning on Creativity, Engagement and Intuition of STEM Tertiary Students 

      Klymchuk, S; Evans, T; Murphy, P; Novak, J; Stephens, J; Thomas, M (Australasian Association for Engineering Education (AAEE), 2020)
      CONTEXT In recent years, some universities in Australia, Europe and the USA, have introduced formal academic courses or seminars for their first-year STEM students based on a Puzzle-Based Learning (PzBL) pedagogical ...
    • Experience with using counterexamples in an introductory calculus class 

      Klymchuk, S (Taylor and Francis Ltd., 2014)
      The paper describes a personal experience with using counterexamples as a pedagogical strategy in the teaching and learning of an introductory calculus course at a university of technology.
    • Experience with using counterexamples in an introductory calculus class 

      Klymchuk, S (Taylor & Francis, 2014)
      The paper describes a personal experience with using counterexamples as a pedagogical strategy in the teaching and learning of an introductory calculus course at a university of technology.
    • I See What You're Doing: Student Views on Lecturer Use of Tablet PCs in the Classroom 

      Maclaren, P; Wilson, D; Klymchuk, S (The Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2016)
      A fundamental component in the teaching of STEM subjects, particularly those involving mathematical processes, has traditionally been a classroom session with a teacher modelling theory and problem solving using a chalkboard ...
    • Increasing engineering students’ awareness to environment through innovative teaching of mathematical modelling 

      Klymchuk, S; Zverkova, T; Gruenwald, N; Sauerbier, G (Oxford University Press (OUP), 2008)
      This article presents the results of two studies on using an innovative pedagogical strategy in teaching mathematical modelling and applications to engineering students. Both studies are dealing with introducing non-traditional ...
    • Lecturer Use of Pen-enabled Tablet PC Technology in the STEM Classroom: Implications for Notetaking 

      Maclaren, P; Wilson, D; Klymchuk, S (Australasian Journal of Educational Technology (AJET), 2017)
      The pen-enabled Tablet PCs(penTPC) has been adopted by increasing numbers of lecturers teaching in mathematically intensive disciplines within the study university. This uptake has been facilitated by the device’s capability ...
    • Non-routine Mathematical Problem-Solving: Creativity, Engagement, and Intuition of STEM Tertiary Students 

      Evans, T; Klymchuk, S; Murphy, P; Novak, J; Stephens, J; Thomas, M (2021)
      This study set out to evaluate an intervention that introduced a period of non-routine problem-solving into tertiary STEM lectures at four tertiary institutions in New Zealand for 683 students. The aim was twofold: to ...
    • Overview of V.A. Plotnikov’s research on averaging of differential inclusions 

      Klymchuk, S; Plotnikov, A; Skripnik, N (Elsevier, 2012)
      In this review, we will first look in detail at Plotnikov’s results on the substantiation of full and partial schemes of averaging of differential inclusions of the standard form on finite and infinite intervals. Then we ...
    • Paradoxes and counterexamples in teaching and learning of probability at university 

      Klymchuk, S; Kachapova, F (Taylor & Francis, 2011)
      This article is devoted to practical aspects of teaching and learning of probability at university. It presents the difficulties and attitudes of first-year university science and engineering students towards using paradoxes ...
    • Provocations in Mathematics: Teachers’ Attitudes 

      Klymchuk, S; Sangwin, C (North American Business Press, 2021)
      This study analyses school mathematics teachers’ attitudes towards using provocative mathematics questions in teaching and assessment as a potential pedagogic innovation. By a provocative mathematics question, we mean here ...
    • Provocative mathematics questions: drawing attention to a lack of attention 

      Klymchuk, S (Oxford University Press (OUP), 2014)
      The paper investigates the role of attention in the reflective thinking of school mathematics teachers. It analyses teachers’ ability to pay attention to detail and use their mathematical knowledge. The vast majority of ...
    • Provocative mathematics questions: drawing attention to a lack of attention 

      Klymchuk, S (Oxford University Press, 2015)
      The article investigates the role of attention in the reflective thinking of school mathematics teachers. It analyses teachers’ ability to pay attention to detail and use their mathematical knowledge. The vast majority ...
    • Puzzle-based Learning in Engineering Mathematics: Students’ Attitudes 

      Klymchuk, S (Taylor and Francis, 2017)
      The article reports on the results of two case studies on the impact of the regular use of puzzles as a pedagogical strategy in the teaching and learning of engineering mathematics. The intention of using puzzles is to ...

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