ON THE FRONT LINE—LEARNING FROM THE TEACHING ASSISTANTS

Models and Modeling in Engineering Education: Designing Experiences for All Students

Volumn , Issue , 2008, Pages 225-255

  Diefes Dux, Heidi A ^a   Osburn, Kathryn ^a   Capobianco, Brenda M ^a   Wood, Terry ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905182112     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789087904043_013     Document Type: Chapter

References (4)

1. Archambault, R. D. (Ed.). (1964). John Dewey on education: Selected writings. Chicago: University of Chicago Press.
2. English, L., & Lesh, R. (2003). Ends-in-view problems. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 297-316). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: McMillan.
4. Seymour, E. (2005). Partners in innovation: Teaching assistants in college science courses. Lanham, MD: Rowan & Littlefield Publishers.