Titlebook: Digital Technologies in Designing Mathematics Education Tasks; Potential and Pitfal Allen Leung,Anna Baccaglini-Frank Book 2017 Springer In

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Fissure

过于光泽

Selenium Pollution Around the Worldcts of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar tasks performed with physical manipulatives and provide a few illustrative examples of children’s engagement with the tasks.

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Exploring Techno-Pedagogic Task Design in the Mathematics Classroom task design is revisited and refined with respect to these two ideas. A GeoGebra applet on exploring the meaning of convergent sequence is used to illustrated features of techno-pedagogic task design.

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Everybody Counts: Designing Tasks for ,cts of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar tasks performed with physical manipulatives and provide a few illustrative examples of children’s engagement with the tasks.

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长矛

Engagement with Interactive Diagrams: The Role Played by Resources and Constraintstions. The present chapter summarizes key design decisions about resources and constraints of interactive texts according to various semiotic functions, and discusses the role of designed resources and constraints of the IDs in student engagement with interactive texts.

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招人嫉妒

Revisiting Theory for the Design of Tasks: Special Considerations for Digital Environmentsequire students to engage in dialectics of action, formulation and validation (Brousseau in . Dordrecht: Kluwer Academic Publishers, .) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in .(2), 203–233, .). In the classroom, students act within a .