Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper discusses how exploration of historically framed conceptualizations of mathematical objects can establish bridges between different mathematical areas such as calculus and Euclidean geometry. A classroom intervention study in two secondary mathematics class-rooms involving dynamic geometry software tools to support the construction of a parabola and its tangent and aiming at the development of representational flexibility between algebraic/ functional and geometrical approaches, illustrates how students may benefit from participation in such explorations
We discuss the significance of making connections between the verbal, algebraic, and geometric repre...
This article summarise the research that has investigated the use of dynamic geometry software (DGS)...
This article examines three important facets of the incorporation of new technologies into education...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
This work aims to present different demonstrations of the parabola, as well as possibilities of its ...
Dynamic geometry software promises direct manipulation of geometrical objects and relations. This pa...
This work aims to investigate the feasibility of using a Learning Object built in GeoGebra software ...
Dynamic geometry environments allow learners to manipulate mathematical objects and to explore their...
rich problem contexts involve interdisciplinary connections, for example, in science, art, and the s...
Dynamic geometry software can help teachers highlight mathematical relationships in ways not possibl...
In order to understand the learning taking place when students use a dynamic geometry package such a...
This paper aims to investigate the way past experience with some tools to draw conics becomes part o...
The tangent line is a central concept in many mathematics and science courses. In this paper we desc...
In this paper I report a lengthy episode from a teaching experiment in which fifteen Year 12 Greek s...
In this study, we document and analyse problem-solving approaches that high school teachers exhibite...
We discuss the significance of making connections between the verbal, algebraic, and geometric repre...
This article summarise the research that has investigated the use of dynamic geometry software (DGS)...
This article examines three important facets of the incorporation of new technologies into education...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
This work aims to present different demonstrations of the parabola, as well as possibilities of its ...
Dynamic geometry software promises direct manipulation of geometrical objects and relations. This pa...
This work aims to investigate the feasibility of using a Learning Object built in GeoGebra software ...
Dynamic geometry environments allow learners to manipulate mathematical objects and to explore their...
rich problem contexts involve interdisciplinary connections, for example, in science, art, and the s...
Dynamic geometry software can help teachers highlight mathematical relationships in ways not possibl...
In order to understand the learning taking place when students use a dynamic geometry package such a...
This paper aims to investigate the way past experience with some tools to draw conics becomes part o...
The tangent line is a central concept in many mathematics and science courses. In this paper we desc...
In this paper I report a lengthy episode from a teaching experiment in which fifteen Year 12 Greek s...
In this study, we document and analyse problem-solving approaches that high school teachers exhibite...
We discuss the significance of making connections between the verbal, algebraic, and geometric repre...
This article summarise the research that has investigated the use of dynamic geometry software (DGS)...
This article examines three important facets of the incorporation of new technologies into education...
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