Abstract
We analyse and discuss the extent to which the systematic use of digital tools offers prospective and practicing high school teachers an opportunity to construct and explore dynamic models of textbook problems in terms of visual, empirical, and geometric reasoning. In this context, the use of the tool not only offers them novel ways to think of the tasks, but also to engage in problem solving activities to extend and look for connections of the initial statements. Thus, the use of technologies provides learners a set of affordances to represent and explore dynamically textbook problems and to look for and support mathematical relationships.
Partial results of this research were presented at the CERME 8 conference. This is an extended version from [12]
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Acnowledgements
This report is part of wider project that deals with prospective and secondary school mathematics teachers’ use of digital tools in extending both mathematics and didactic knowledge. Reference numbers: Conacyt-168543 (México), EDU2011-29328, EDU2015-65270-R, EDU2009-07298 and EDU2014-54526-R (National I + D+I Plan of MEC-Spain).
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Camacho-Machín, M., Moreno, M., Santos-Trigo, M. (2016). Revisiting Mathematical Textbooks Problems in a Technology Enhanced Learning Environment. In: Uden, L., Liberona, D., Feldmann, B. (eds) Learning Technology for Education in Cloud – The Changing Face of Education. LTEC 2016. Communications in Computer and Information Science, vol 620. Springer, Cham. https://doi.org/10.1007/978-3-319-42147-6_1
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DOI: https://doi.org/10.1007/978-3-319-42147-6_1
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