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Seeking to contribute to our understanding of the role of educational technology in mathematical learning, this paper takes a socio-genetic approach to tracing the ways technology becomes part of classroom mathematical activity. It illuminates the reflexive processes of inscription, translation...
In this paper I report a lengthy episode from a teaching experiment in which 15 Year 12 Greek students negotiated their definitions of tangent line to a function graph. The experiment was designed for the purpose of introducing students to the notion of derivative and to the general case of...
This paper presents the development process of a praxeology (theory-of-practice) for supporting the teaching of proofs in a CAS environment. The characteristics of the praxeology were elaborated within the frame of a professional development course for teaching analytic geometry with CAS. The...
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