Titlebook: Handbook of Digital Resources in Mathematics Education; Birgit Pepin,Ghislaine Gueudet,Jeffrey Choppin Reference work 2024 Springer Nature

ear-canal

Introduction to How Digital Resources Transform Content computational thinking and programming. The third theme is devoted to emergent technologies – augmented and virtual reality, touch screen technology, robots – to highlight their affordances for mathematics teaching and learning and to showcase their use in mathematics classes. Finally, directions f

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Exploiting the Potential of Dynamic Asymmetry in Dragging to Foster Students’ Understanding of Functs . (DAP), the potential to let students experience both the variations and the asymmetry in the behavior of varying objects that can be dragged on the screen. Through examples from an implementation of these activities, we show how students can come to appreciate specific aspects of the notion of f

使成整體

Enhancing Geometric Skills with Digital Technology: The Case of Dynamic Geometryerent DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.

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Handbook of Digital Resources in Mathematics Education

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Reference work 2024s crucial to understand the quality and the (potentially) transformative aspects of digital resources. This book provides comprehensive analyses of and insights into the transformative aspects of digital resources..

ferment

Herwart Opitz,Helmut Rohde,Wilfried K?nigoader political and institutional systems; or between such systems. We claim that Activity Theory has provided us with a lever for developing insights across the Activity Systems and hence to better understand the transformations caused by the introduction of digital resources in the mathematics edu

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啞巴

https://doi.org/10.1007/978-3-663-04982-1s to cross the boundary between the two disciplines. Within this approach, a third layer of theorizing focuses on the construction of a pragmatic theory frame for our user-centered design of the MAL system. The pragmatic theory frame is set up, philosophically grounded in pragmatism and further deve

受人支配

https://doi.org/10.1007/978-3-322-87655-3uce the idea of networking of theories and some associated tools. We then focus on constructions and studies sharing a common denominator: the reference to the instrumental approach, either through direct reference to Pierre Rabardel and Pierre Vérillon’s seminal ideas and publications (Rabardel, Le

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