municipality
发表于 2025-3-26 21:26:56
http://reply.papertrans.cn/63/6261/626044/626044_31.png
剧本
发表于 2025-3-27 02:31:12
http://reply.papertrans.cn/63/6261/626044/626044_32.png
媒介
发表于 2025-3-27 08:53:23
http://reply.papertrans.cn/63/6261/626044/626044_33.png
insincerity
发表于 2025-3-27 10:32:49
An Embodied Cognition View on the KOM-Framework’s Aids and Tools Competency in Relation to Digital T other hand, embodied cognition as manifested through the newly suggested idea of embodied instrumentation. A series of examples is provided to illustrate the potential of applying these theoretical frameworks in connection with each other.
Musket
发表于 2025-3-27 14:18:08
http://reply.papertrans.cn/63/6261/626044/626044_35.png
Hippocampus
发表于 2025-3-27 18:51:37
Perspectives on Embedding the Historical Development of Mathematics in Mathematical Tasksues’ epistemic and pragmatic value, Lagrange’s (.) term “push button” techniques, and Haspekian’s (.) notion of instrumental distance. We combine and coordinate these theories and theoretical terms by analyzing two empirical examples, one from a 7th grade classroom and one from an in-service teacher
碎石
发表于 2025-3-27 22:06:56
Teachers’ Facilitation of Students’ Mathematical Reasoning in a Dynamic Geometry Environment: An Anaom our analyses are discussed in terms of potentially networking KOM and TIO through the construct of justificational mediations for richer analyses of teachers’ facilitation of students’ learning in a dynamic geometry environment.
Asperity
发表于 2025-3-28 04:04:53
Book 2022and learning at whichever educational level. While the KOM framework does not in detail address the role of digital technologies in relation to its description of different types of mathematical competencies, etc., the chapters of this book set out to do exactly this, while in the process also drawi
Tinea-Capitis
发表于 2025-3-28 09:51:15
http://reply.papertrans.cn/63/6261/626044/626044_39.png
faucet
发表于 2025-3-28 12:37:35
http://reply.papertrans.cn/63/6261/626044/626044_40.png