Digital technologies to teach and learn mathematics: Context and recontextualization
 JeanBaptiste Lagrange,
 Chronis Kynigos
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The central assumption of this paper is that, especially in the field of digital technologies to teach and learn mathematics, the influence of the context in which research is carried out has not been given enough attention, so that research results are not really useful outside this context. We base our discussion on the work of a group of European teams carrying out research with a special methodology of “crossstudies” and carrying out “crossanalyses” of particular studies. A context for a research study is described as a dynamic construction by researchers, connecting relevant contextual characteristics in the settings (empirical and academic) where research activity takes place and helping to gain insight from the outcomes of the study. Analyzing the design of two “Didactical Digital Artefacts,” and the associated crossstudies involving teams of three countries, we identify more or less conscious influences of characteristics in the researchers' contexts upon research outcomes. Crossstudies and crossanalysis help to go further by making researchers more aware of their context and of its characteristics. It also helps researchers to “recontextualize,” that is to say to identify new contextual characteristics in the settings they are acting in, to gain insight from research outcomes that emerged in other contexts.
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 Title
 Digital technologies to teach and learn mathematics: Context and recontextualization
 Journal

Educational Studies in Mathematics
Volume 85, Issue 3 , pp 381403
 Cover Date
 20140301
 DOI
 10.1007/s106490139525z
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Digital technologies
 Crossstudy
 Crossanalysis
 Context
 Empirical context
 Academic context
 Casyopée, Cruislet
 Industry Sectors
 Authors

 JeanBaptiste Lagrange ^{(1)} ^{(2)}
 Chronis Kynigos ^{(3)}
 Author Affiliations

 1. Laboratoire de Didadactique André Revuz, University Paris 7 DIDEROT, Paris, France
 2. University of Reims, Reims, France
 3. Educational Technology Lab, N.K. University of Athens, Athens, Greece