Add to ORKGDrawing 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 classrooms 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
teaching and technology integration in school mathematics point to key structuring features – workin...
International audienceIn our research work, we have looked at the way in which artefacts become, for...
Abstract Elaborating on previous research studies carried on at different school levels and involvi...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
Dynamic geometry environments allow learners to manipulate mathematical objects and to explore their...
Abstract. Since their appearance new technologies have brought a lot of expectations about their pot...
This work aims to investigate the feasibility of using a Learning Object built in GeoGebra software ...
Instruments have been used for centuries in the mathematical experience and in the teaching traditio...
This chapter examines the appropriation of digital resources into the mainstream practice of seconda...
rich problem contexts involve interdisciplinary connections, for example, in science, art, and the s...
The evolution of theoretical frameworks in mathematics education research is the broad umbrella unde...
Abstract. During the seventeenth century geometrical perception became separated, so to say, into tw...
The paper draws on a didactic experiment conducted in a secondary school mathematics class-room in G...
This article examines three important facets of the incorporation of new technologies into education...
teaching and technology integration in school mathematics point to key structuring features – workin...
International audienceIn our research work, we have looked at the way in which artefacts become, for...
Abstract Elaborating on previous research studies carried on at different school levels and involvi...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
Drawing on the Semiotic-cultural approach and the Anthropological theory of the didactic, this paper...
Dynamic geometry environments allow learners to manipulate mathematical objects and to explore their...
Abstract. Since their appearance new technologies have brought a lot of expectations about their pot...
This work aims to investigate the feasibility of using a Learning Object built in GeoGebra software ...
Instruments have been used for centuries in the mathematical experience and in the teaching traditio...
This chapter examines the appropriation of digital resources into the mainstream practice of seconda...
rich problem contexts involve interdisciplinary connections, for example, in science, art, and the s...
The evolution of theoretical frameworks in mathematics education research is the broad umbrella unde...
Abstract. During the seventeenth century geometrical perception became separated, so to say, into tw...
The paper draws on a didactic experiment conducted in a secondary school mathematics class-room in G...
This article examines three important facets of the incorporation of new technologies into education...
teaching and technology integration in school mathematics point to key structuring features – workin...
International audienceIn our research work, we have looked at the way in which artefacts become, for...
Abstract Elaborating on previous research studies carried on at different school levels and involvi...