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Titlebook: Digital Technologies in Designing Mathematics Education Tasks; Potential and Pitfal Allen Leung,Anna Baccaglini-Frank Book 2017 Springer In

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書(shū)目名稱(chēng)Digital Technologies in Designing Mathematics Education Tasks
副標(biāo)題Potential and Pitfal
編輯Allen Leung,Anna Baccaglini-Frank
視頻videohttp://file.papertrans.cn/280/279761/279761.mp4
概述First volume devoted entirely to issues on designing mathematical tasks in a digital teaching and learning environment.Provides the latest research insights into design models and mathematics educatio
叢書(shū)名稱(chēng)Mathematics Education in the Digital Era
圖書(shū)封面Titlebook: Digital Technologies in Designing Mathematics Education Tasks; Potential and Pitfal Allen Leung,Anna Baccaglini-Frank Book 2017 Springer In
描述.This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom. Digital technology has opened up different new educational spaces for the mathematics classroom in the past few decades and, as technology is constantly evolving, novel ideas and approaches are brewing to enrich these spaces with diverse didactical flavors. A key issue is always how technology can, or cannot, play epistemic and pedagogic roles in the mathematics classroom. The main purpose of this book is to explore mathematics task design when digital technology is part of the teaching and learning environment. What features of the technology used can be capitalized upon to design tasks that transform learners’ experiential knowledge, gained from using the technology, into conceptual mathematical knowledge? When do digital environments actually bring an essential (educationally, speaking) new dimension to classroom activities? What are some pragmatic and semiotic values of the technology used? These are some of the concerns addressed in the book by expert scholars in this area of research in mathematics education. This volume is the first de
出版日期Book 2017
關(guān)鍵詞Cognition in digital interaction; Dynamic interactive pedagogical environments; ICT in the mathematics
版次1
doihttps://doi.org/10.1007/978-3-319-43423-0
isbn_softcover978-3-319-82820-6
isbn_ebook978-3-319-43423-0Series ISSN 2211-8136 Series E-ISSN 2211-8144
issn_series 2211-8136
copyrightSpringer International Publishing Switzerland 2017
The information of publication is updating

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Chemical Basis for the Use of Selenocysteineequire students to engage in dialectics of action, formulation and validation (Brousseau in . Dordrecht: Kluwer Academic Publishers, .) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in .(2), 203–233, .). In the classroom, students act within a .
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Selenium metabolism in bacteriateacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in .. Dordrecht: Kluwer, .) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical t
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Mark H. Pinkerton,Paul R. Copelandactices. Indeed, many researchers have acknowledged the lack of research on how DGEs can and should be used in the context of assessment, and on how the learning that is developed through the use of DGEs in mathematics can be evaluated. Digital technologies include a range of mathematical and techno
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https://doi.org/10.1007/0-387-33827-6riculum, the notion of swept area is introduced in grades 10–11. The idea of swept area is introduced through the mediation of an artifact, the Polar Planimeter, both as a concrete physical-tool and as a virtual-object. It triggers and supports the semiotic productions of the students so that they c
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Selenium Pollution Around the Worldations. We describe a series of tasks designed for use in ., which take advantage of the affordances of this environment. We elaborate on various aspects of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar task
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