Browse by Aston Author

Article

Peters, Michael (2015). Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education:a case study. Teaching Mathematics and its Applications, 34 (1), pp. 53-62.

Book Section

Peters, Michael and Bartholomew, Paul (2016). The trust issue: implementing peer-assessment in an undergraduate professional development context. IN: Assessing learning in Higher Education. Bartholomew, Paul; Branch, John and Nygaard, Claus (eds) The Learning in Higher Education Series . Faringdon (UK): Libri.

Peters, Michael How does problem based learning fit with cognitive load theory? IN: The 17th SEFI Mathematics working Group Seminar. Alpers, Burkhard and et al, (eds) Brussels (BE): Société Eropéenne pour la Formation des Ingénieurs.

Peters, Michael Parsing mathematical constructs:results from a preliminary eye tracking study. IN: Proceedings of the Day Conference held at The University of Nottingham, Saturday 19th June 2010 and of the New Researchers’ Day held at The University of Leicester, Friday 18th June 2010. Joubert, M. (ed.) Proceedings of the British Society for Research into Learning Mathematics . British Society for Research into Learning Mathermatics.

Peters, Michael Using cognitive load theory to inform a problem based approach to learning engineering mathematics. IN: Problem-based learning: perspectives, methods and challenges. Henderson, Ruth (ed.) Nova science.

Other

Peters, Michael (2010). The development of a semantic model for the interpretation of mathematics including the use of technology. UNSPECIFIED. (Unpublished)