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Teachers’ emergent goals in spreadsheet-based lessons: analyzing the complexity of technology integration
11 references·0 citing·42 second hop
Teachers’ emergent goals in spreadsheet-based lessons: analyzing the complexity of technology integration (2008)Teachers’ emergent goals in spreadsheet-b…A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class (2007)A Cross-Analysis of the Mathe…Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change (2005)Teacher perspectives on integ…Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations (2005)Characterization of an Ordina…An “Instrumental Approach” to Study the Integration of a Computer Tool Into Mathematics Teaching: the Case of Spreadsheets (2005)An “Instrumental Approach” to…A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class (2005)A Cross-Analysis of the Mathe…Teachers’ Activities in Technology-Based Mathematics Lessons (2004)Teachers’ Activities in Techn…Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work (2002)Learning Mathematics in a CAS…Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche (2002)Le système complexe et cohére…A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning (2002)A practitioner model of the u…L'intégration d'instruments informatiques dans l'enseignement: Une approche par les techniques (2000)L'intégration d'instruments i…L'analyse des pratiques enseignantes en théorie anthropologique du didactique (1999)L'analyse des pratiques ensei…Resequencing Skills and Concepts in Applied Calculus Using the Computer as a Tool (1988)The Complex Process of Converting Tools into Mathematical Instruments: The Case of Calculators (1998)The Core of Algebra: Reflections on its Main Activities (2006)One episode, two lenses (2012)Teachers and Machines: The Classroom Use of Technology since 1920 (1986)Science Achievement in the Middle School Years : Iea's Third International Mathematics and Science Study (Timss) (1996)The Cambridge dictionary of philosophy (1996)Teaching and Learning Calculus with Free Dynamic Ma- thematics Software GeoGebra (2008)Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation (2013)Handbook of research on mathematics teaching and learning (1992)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Towards new documentation systems for mathematics teachers? (2008)Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics (2009)Integrating technology into mathematics teaching at the university level (2010)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Teacher Technology Change (2010)The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia (2020)Thought and language (1962)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Language and Thought of the Child (2005)La théorie des champs conceptuels (1989)Cognition and artifacts: A contribution to the study of though in relation to instrumented activity (1995)The role and uses of technologies in mathematics classrooms: Between challenge and modus Vivendi (2007)An instrumental perspective on CSCL systems (2012)Instrumental and documentational approaches: from technology use to documentation systems in university mathematics education (2014)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations (2004)The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom (2010)Esquisse d’une théorie de la pratique (1972)Educating the reflective practitioner (1987)Teaching, as Learning, in Practice (1996)Les outils de la recherche participative (2007)Discourse Analysis for Language Teachers (1992)Teachers Transforming Resources into Orchestrations (2011)Handbook of Research on the Psychology of Mathematics Education (2006)Teaching with digital technology (2020)The International Handbook of Mathematics Teacher Education. (2020)
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References

  • 2002Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work858 cited
  • 2005Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change728 cited
  • 1999L'analyse des pratiques enseignantes en théorie anthropologique du didactique514 cited
  • 2002Le système complexe et cohérent des pratiques des enseignants de mathématiques: Une double approche213 cited
  • 2002A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning168 cited
  • 2005An “Instrumental Approach” to Study the Integration of a Computer Tool Into Mathematics Teaching: the Case of Spreadsheets114 cited
  • 2004Teachers’ Activities in Technology-Based Mathematics Lessons112 cited
  • 2000L'intégration d'instruments informatiques dans l'enseignement: Une approche par les techniques105 cited
  • 2005A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class65 cited
  • 2007A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class55 cited
  • 2005Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations54 cited

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