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Result 1 to 20 of 58 total

Engagement with interactive diagrams: the role played by resources and constraints. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 153-173 (2017).
Classification: U70 C20
1
Conceptual structure of the accumulation function in an interactive and multiple-linked representational environment. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 1, 30-58 (2016).
Classification: I54 C34 U74
2
Digital technology in mathematics teaching and learning. A decade focused on theorising and teaching. (English)
Gutiérrez, Ángel (ed.) et al., The second handbook of research on the psychology of mathematics education. The journey continues. Rotterdam: Sense Publishers (ISBN 978-94-6300-560-9/hbk; 978-94-6300-559-3/pbk; 978-94-6300-561-6/ebook). 235-274 (2016).
Classification: U70 U50 C30
3
Guiding students instruction with an interactive diagram: the case of equations. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 226-234 (2015).
Classification: U73 D43 H33
4
E-textbooks for mathematical guided inquiry: design of tasks and task sequences. (English)
Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI study 22. Based on the conference, Oxford, UK, July 2013. Cham: Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New ICMI Study Series, 229-247 (2015).
Classification: U20 U70 D50 D30
5
Learning the indefinite integral in a dynamic and interactive technological environment. (English)
ZDM, Int. J. Math. Educ. 46, No. 4, 517-531 (2014).
Classification: I54 U74 I24
6
Embodying the convergence of the Riemann accumulation function in a technology environment. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 257-264 (2013).
Classification: I54 U74
7
Guiding explorations: design principles and functions of interactive diagrams. (English)
Comput. Sch. 30, No. 1-2, 61-75 (2013).
Classification: U73 I23
8
Signifying the accumulation graph in a dynamic and multi-representation environment. (English)
Educ. Stud. Math. 80, No. 3, 287-306 (2012).
Classification: I54 C34 R24 U24
9
Design of interactive diagrams structured upon generic animations. (English)
Technol. Knowl. Learn. 16, No. 3, 221-245 (2011).
Classification: R23 U53 D53
10
Guiding mathematical inquiry in mobile settings. (English)
Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk; 978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 191-207 (2011).
Classification: D49 U19 R29 C39 M19 B50
11
Solving algebra problems with interactive diagrams: demonstration and construction of examples. (English)
J. Math. Behav. 30, No. 1, 48-61 (2011).
Classification: D50
12
Design for transformative practices. (English)
Hoyles, Celia (ed.) et al., Mathematics education and technology-rethinking the terrain. The 17th ICMI study. Dordrecht: Springer (ISBN 978-1-4419-0145-3/hbk; 978-1-4419-0146-0/ebook). New ICMI Study Series 13, 425-437 (2010).
Classification: R20 U50
13
Embodied semiotic activities and their role in the construction of mathematical meaning of motion graphs. (English)
Int. J. Comput. Math. Learn. 13, No. 2, 111-134 (2008).
Classification: C34 G24 R24
14
An analytic conception of equation and teachers’ views of school algebra. (English)
J. Math. Behav. 27, No. 2, 87-100 (2008).
Classification: B50
15
“If you can turn a rectangle into a square, you can turn a square into a rectangle $\dots $” Young students experience the dragging tool. (English)
Int. J. Comput. Math. Learn. 11, No. 3, 271-299 (2006).
Classification: G43 C33 U53 R23
16
Computer “knowledge” and student’s images of figures: the case of dragging. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 241-248 (2006).
Classification: G43 R23 C73
17
Slower algebra students meet faster tools: Solving algebra word problems with graphing software. (English)
J. Res. Math. Educ. 37, No. 5, 356-387 (2006).
Classification: H30 I20 U70 M10
18
Interpreting motion graphs through metaphorical projection of embodied experience. (English)
Int. J. Technol. Math. Educ. 13, No. 3, 127-138 (2006).
Classification: C34 M54 I24
19
Functions of interactive visual representations in interactive mathematical textbooks. (English)
Intern. J. Comput. Math. Learn. 10, No. 3, 217-249 (2005).
Classification: R20 U70 U20 I20
20
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