Abstract
The purpose of this chapter is to analyze and discuss the extent to which the use of digital technology offers learners opportunities to understand and appropriate mathematical knowledge. We focus on discussing several examples in which the use of digital technology provides distinct affordances for learners to represent, explore, and solve mathematical tasks. In this context, looking for multiple ways to solve a task becomes a powerful strategy for learners to think of different concepts in problem-solving approaches. Thus, the use of a dynamic geometry system such as GeoGebra becomes important to represent and analyze tasks from visual, dynamic, and graphic approaches.
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Acknowledgment
The authors would like to acknowledge the support received from projects Conacyt-168543 and Plan Nacional I + D + I del MCIN, Reference EDU2011-29328, during the preparation of this article.
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Santos-Trigo, M., Moreno-Armella, L. (2016). The Use of Digital Technology to Frame and Foster Learners’ Problem-Solving Experiences. In: Felmer, P., Pehkonen, E., Kilpatrick, J. (eds) Posing and Solving Mathematical Problems. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28023-3_12
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