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Integration of Technology in the Design of Geometry Tasks with Cabri-Geometry
ARTICLE

IJCFML Volume 6, Number 3, ISSN 1382-3892

Abstract

Discusses the gap in France between institutional support for the use of technology in mathematics teaching and its weak integration into teacher practice. Identifies and analyzes steps in integration and indicates that the role played by technology in moving from being a visual to an essential constituent of the meaning of tasks affects student conceptions of mathematical objects. (Author/MM)

Citation

Laborde, C. (2001). Integration of Technology in the Design of Geometry Tasks with Cabri-Geometry. International Journal of Computers for Mathematical Learning, 6(3), 283-317. Retrieved April 22, 2019 from .

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Cited By

  1. Examining the Effects of a Dynamic Geometric Task Analysis Framework on Teachers' Written Tasks

    Aaron Trocki, Elon University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2591–2593

  2. The potential of multiple-solution tasks in e-learning environments: Exploiting the tools of Cabri Geometry II

    Maria Kordaki, Department of Computer Engineering and Informatics, Patras University, Greece, Greece; Alexios Mastrogiannis, Dept of Mathematics, Patras University, Greece

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 97–104

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