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Relevant bibliographies by topics / Mathematics Writing

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Academic literature on the topic 'Mathematics Writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Mathematics Writing"

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Guce, Ive K. "Mathematical Writing Errors in Expository Writings of College Mathematics Students." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (September 1, 2017): 233. http://dx.doi.org/10.11591/ijere.v6i3.8549.

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<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p><p> </p>

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Bernard, E. G. "Writing Mathematics." Humanistic Mathematics Network Journal 1, no. 9 (February 1994): 5–8. http://dx.doi.org/10.5642/hmnj.199401.09.05.

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Lax, Peter D., and Leonard Gillman. "Writing Mathematics Well." American Mathematical Monthly 96, no. 4 (April 1989): 380. http://dx.doi.org/10.2307/2324111.

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Mett, Coreen L. "Writing in Mathematics." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 7 (March 1989): 293–96. http://dx.doi.org/10.1080/00098655.1989.10114077.

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Pugalee, Dalid K. "Connecting Writing to the Mathematics Curriculum." Mathematics Teacher 90, no. 4 (April 1997): 308–10. http://dx.doi.org/10.5951/mt.90.4.0308.

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Writing is an important aspect of the educational process in most disciplines. The power of writing as an instrument m the mathematics curnculum was realized during the 1980s as a part of the writing-across-the-curriculum movement. This interest in writing as an important learning tool is regaining popularity as reform efforts in mathematics education call for experiences “that encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123).

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Morgan, Candia. "MATHEMATICS AND HUMAN ACTIVITY: REPRESENTATION IN MATHEMATICAL WRITING." Research in Mathematics Education 3, no. 1 (April 2001): 169–82. http://dx.doi.org/10.1080/14794800008520091.

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Tan, Heryanto, Sugiatno Sugiatno, and Agung Hartoyo. "PENGUASAAN MATERI DAN KEMAMPUAN MENULIS PENYELESAIAN SOAL MATEMATIS GURU MATEMATIKA." Jurnal AlphaEuclidEdu 1, no. 1 (July 31, 2020): 16. http://dx.doi.org/10.26418/ja.v1i1.41576.

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This research aims to get a description about the mastery of the mathematics materials and the ability in writing the mathematical solution among mathematics teachers of senior high school in Pontianak and the relationship between them. This research is a descriptive research through document and result analysis of Uji Kompetensi Profesional Guru (UKPG) Senior High School in 2016. Materials mastery of mathematics teacher is measured by the final score and understanding of UKPGs selected questions, while the ability in writing mathematical solutions is measured by score of the writing and understanding the writing component in answering all of UKPGs essay questions. Result of this research shows that most teachers got the final score below 55.0. Most mathematics teachers got the score below 47.5 in writing up solution. The higher the mastery of materials, the higher the ability in writing the mathematical solutionKeywords : Mastery of mathematics materials, Ability in writing the mathematical solution

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Miller, L. Diane. "Writing to Learn Mathematics." Mathematics Teacher 84, no. 7 (October 1991): 516–21. http://dx.doi.org/10.5951/mt.84.7.0516.

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The use of the writing-to-learn strategy in mathematics classes is one way teachers can implement “Mathematics as Communication,” the second standard in NCTM's (1989) Curriculum and Evaluation Standards for School Mathematics. For students in grades K-12, writing is suggested as a means through which students should be able to communicate their understanding of mathematics and its applications. Using writing in a content area has earned the support of many educators. Emig (1977) believes that writing in a content area can cause students to analyze, compare facts, and synthesize relevant material. Writing about a topic requires students to think about the topic, focus on and internalize important concepts, and make those concepts to some degree their owu (Kennedy 1980).

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Wilcox, Brad, and Eula Ewing Monroe. "Integrating Writing and Mathematics." Reading Teacher 64, no. 7 (April 2011): 521–29. http://dx.doi.org/10.1598/rt.64.7.6.

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Vivaldi, Franco. "Writing to Learn Mathematics." MSOR Connections 3, no. 4 (November 2003): 29–30. http://dx.doi.org/10.11120/msor.2003.03040029.

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Dissertations / Theses on the topic "Mathematics Writing"

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Minton, Cristina. "Writing and reading in mathematics." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mintonc.pdf.

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Mavis, Joni E. "Journal Writing in the Secondary Mathematics Classroom." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281623548.

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McCauley, Dana D. "Mathematical writing in the elementary classroom." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3738.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains vi, 133 p. : ill. Includes abstract. Includes bibliographical references (p. 84-95).

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Teledahl, Anna. "Knowledge and writing in school mathematics : a communicational approach." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23717.

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This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.

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Jeppsen, Amy. "An Examination of the Role of Writing in Mathematics Instruction." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd940.pdf.

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Joseph, Christine M. "Communication and Academic Vocabulary in Mathematics: A Content Analysis of Prompts Eliciting Written Responses in Two Elementary Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4344.

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The purpose of this study was to investigate how writing in mathematics is treated in one 4th grade National Science Foundation (NSF)-funded mathematics textbook titled Everyday Mathematics and one publisher-generated textbook titled enVision MATH. The developed framework provided categories to support each of the research questions. The results indicate that writing is supported in both traditional and NSF developed 4th grade mathematics textbooks Results also indicated the number of exercises and writing prompts was higher in the enVision MATH textbook. However, Everyday Mathematics had a higher percentage of exercises that were coded as writing prompts. The framework domains of content strand in enVision MATH and Everyday Mathematics are similar in percentages with the exception of prompts coded in the other category. Everyday Mathematics appeared to be the only textbook analyzed to support writing across different content areas. Furthermore, the content strand of number sense had the largest percentage of writing prompts coded between both textbook series. Other findings from this study suggest that the type of vocabulary coded within the writing prompts was similar in all categories between both textbook series analyzed. Additionally, vocabulary specific to the domain of mathematics and symbols appeared to have the largest percentage in this category for both textbook series. The teacher and student editions were explored in enVision MATH and Everyday Mathematics to provide more depth to the research. An exploration of the teacher edition indicated how writing was supported for instructional purposes. The teacher editions in both textbook series had the largest percentage of support in the form of one sample response. Within the student edition category, the layout varied in the enVision MATH and Everyday Mathematics textbook series. As a result, only the language of Everyday MATH could be analyzed for patterns in the sections, sub-sections, and additional sub-sections of where the prompts were located. Although this investigation did not involve analyzing student responses to the writing prompts, the findings provide information regarding the expectations of the writer in order to construct a mathematical response. For example, the domain specific vocabulary (DSV) and symbols category was rated the highest in percentage for both textbooks indicating that students will need to have command of the language and symbols of mathematics in order to engage in meaning making written discourse. Because most of the math prompts were specific to the problem solving category, it was determined after a linguistic analysis that the affordance of the prompt is much more complex than then binary categories of content and process Additionally, in order for students to respond to these content writing prompts, many process words known as meta-language (i.e., explanation, description, why question, how question) need to be comprehended in order for composition to begin. In light of these findings, I recommend that special attention be given to the teacher and student editions regarding the implementation of writing in mathematics. The development of these materials has important implications regarding instruction and learning of mathematical concepts through writing, potentially impacting student performance on national and international assessments.

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Perez, Armando Isaac. "The impact of mathematics anxiety, gender, and mathematics achievement on ontogenetic indicators for Hispanic/Latino students in higher education mathematics classes." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/4144.

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A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.

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Burton, Gerald Lee. "Essay Writing in College Mathematics and Its Effect on Achievement." VCU Scholars Compass, 1986. http://scholarscompass.vcu.edu/etd/4395.

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This experiment was designed to determine the effect essay writing has on learning introductory level college mathematics, learning mathematical skills, problem-solving and mathematical applications, and the retention of new knowledge in mathematics. The independent variable was the writing of essays. Essay writing included responding to questions assigned as homework and addressing mathematical situations presented in in-class activities. The dependent variables were overall achievement, skills, applications, and retention in each of these areas. The sample consisted of five classes of introductory-level algebra at Virginia State University. The experimental group consisted of 50 students in two classes; the control group was made up of 49 students in three classes. Achievement was measured by a twenty-question, multiple-choice test. Students took a different form of the test three times: pretest, posttest, and retention test. Mathematical skill ability was determined by subscores based on fifteen problems from the tests. The remaining five questions made up a subtest measuring the ability to solve mathematical application problems. The period of treatment was four weeks although the control group covered the material in three weeks. The essays were graded according to their completeness, accuracy, and clarity. Based on total scores the experimental group was divided into three subgroups- good writers, average writers, and poor writers. Analysis of covariance was used to test the null hypotheses. Results of this study indicated that essay writing in college mathematics classes did not improve mathematics achievement but suggested a highly positive effect on retention. Students identified as good writers received the greatest benefit as a result of writing essays. Good writers showed higher achievement than either poor writers or students who did not write essays at all. The researcher notes that creating, explaining, practicing, and grading the essay assignments are very time-consuming activities. Even so, the treatment is recommended for mathematics teachers because of the possible effect on retention and the increased interest level of the students.

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Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

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Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.

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Craig, Tracy S. "Promoting understanding in mathematical problem-solving through writing : a Piagetian analysis." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/4875.

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Books on the topic "Mathematics Writing"

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Knuth, Donald Ervin. Mathematical writing. Stanford, Calif: Dept. of Computer Science, Stanford University, 1988.

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Knuth, Donald Ervin. Mathematical writing. [S.l.]: The Mathematical Association of America, 1989.

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Knuth, Donald Ervin. Mathematical writing. Stanford, Calif: Dept. of Computer Science, Stanford University, 1988.

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Knuth, Donald Ervin. Mathematical writing. Stanford, Calif: Stanford University, Dept. of Computer Science, 1988.

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Gallagher, Barbara J. Pupils using writing in mathematics. [s.l: The Author], 1996.

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Writing mathematics well: A manual for authors. [Washington, D.C.]: Mathematical Association of America, 1987.

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B, Maddox Randall, ed. A transition to abstract mathematics: Learning mathematical thinking and writing. 2nd ed. Amsterdam: Academic Press, 2009.

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Pitici, Mircea, ed. The Best Writing on Mathematics 2011. Princeton, N.J., USA: Princeton University Press, 2011.

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Pitici, Mircea, ed. The Best Writing on Mathematics 2010. Princeton: Princeton University Press, 2011.

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Pitici, Mircea, ed. The Best Writing on Mathematics 2019. Princeton: Princeton University Press, 2019. http://dx.doi.org/10.1515/9780691197944.

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Book chapters on the topic "Mathematics Writing"

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Kelley, J. L. "Writing Mathematics." In PAUL HALMOS Celebrating 50 Years of Mathematics, 91–96. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-0967-6_11.

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Zobel, Justin. "Mathematics." In Writing for Computer Science, 131–43. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6639-9_9.

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Zobel, Justin. "Mathematics." In Writing for Computer Science, 69–81. London: Springer London, 2004. http://dx.doi.org/10.1007/978-0-85729-422-7_5.

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Thompson, Lynn, and David Bolden. "Writing in Mathematics." In Inviting Writing: Teaching & Learning Writing across the Primary Curriculum, 32–48. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714913.n4.

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Roe-Dale, Rachel. "Mathematics." In The Palgrave Encyclopedia of Victorian Women's Writing, 1–5. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-02721-6_369-1.

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Vivaldi, Franco. "Writing Well." In Springer Undergraduate Mathematics Series, 93–111. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6527-9_6.

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Lorentz, G. G. "Writing Mathematical Books." In Mathematics from Leningrad to Austin, 31–38. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-5323-5_4.

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Lorentz, G. G. "Writing Mathematical Books." In Mathematics from Leningrad to Austin, 31–38. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-5329-7_4.

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Vivaldi, Franco. "Writing a Thesis." In Springer Undergraduate Mathematics Series, 165–80. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6527-9_10.

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Vivaldi, Franco. "Some Writing Tips." In Springer Undergraduate Mathematics Series, 1–7. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6527-9_1.

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Conference papers on the topic "Mathematics Writing"

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Karshmer, A. I., G. Gupta, S. Geiiger, and C. Weaver. "Reading and writing mathematics." In the third international ACM conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/274497.274524.

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Menezes, Luís, and Ana M. Costa. "WRITING TO LEARN MATHEMATICS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0246.

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Yasin, Mohamad, Toto Nusantara, Abd Qohar, and Hery Susanto. "Journal writing assessment to improve computational thinking ability." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043171.

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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.

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Sinaga, Parlindungan. "Factors influencing pre-service physics teachers’ skills of writing teaching materials." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941184.

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Saptasari, Murni, Umi Fitriyati, Maliatul Khairiyah, and Samsul Arifin. "Improving science writing skills to preservice biology teachers in plant diversity subject through formative assessment." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043363.

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Faizah, Ulfi, Reni Ambarwati, and Dwi Anggorowati Rahayu. "Integration of Scientific Article Writing in the Animal Systematics Course to Train Scientific Literacy." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.39.

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Ridhwan, Muhamad, I. Made Astra, and Agus Setyo Budi. "Development of basic physics I practicum worksheet with science writing heuristic (SWH) approach to improve science process skills." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037906.

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Sukoriyanto, Sukoriyanto, and Nuri Desmayanti. "Analysis of student errors in solving linear programming problems based on Newman’s procedures in terms of writing mathematical communication capabilities." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043383.

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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.

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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found that research in biology and health-related fields has become more quantitatively oriented than in the past, therefore mathematical curricula should incorporate interdisciplinary modulation. Our seminar instruction included: writing and mathematical software skills, content lecture, project development and presentation. Results showed that students best interact with each other if work is performed during class time; mainly if a large project with possible variations is developed in class, so students or groups of students follow using the same pace. Implementing such interdisciplinary course that provided students with appropriate tools and methodologies, contributed to student retention, and increased students’ enthusiasm towards future research programs, carriers, and graduate schools.

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Reports on the topic "Mathematics Writing"

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Greenhow, Martin. Writing and using computer-aided assessment (CAA) in mathematics for economics first years. Bristol, UK: The Economics Network, May 2012. http://dx.doi.org/10.53593/n2201a.

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