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

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Designing Technology that Enables Task Designeducation on the design of the technology itself, or on how technology design might facilitate task design. In this chapter, we address the question of how technology has been designed to enable task design through interviews with four developers of technology environments designed to facilitate the

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Engagement with Interactive Diagrams: The Role Played by Resources and Constraintsthe theoretical foundations of design that define student-textbook-teacher interactions. In our long-term research, we suggested, tested, and refined a semiotic framework that offers a set of terms helpful in analyzing how the designed features of interactive diagrams (IDs) function in these interac

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Everybody Counts: Designing Tasks for ,ations. We describe a series of tasks designed for use in ., which take advantage of the affordances of this environment. We elaborate on various aspects of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar task

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Designing Innovative Learning Activities to Face Difficulties in Algebra of Dyscalculic Students: Exsychology Press, .; Dehaene in . New York, Oxford University Press, .). Focusing on algebraic notions such as ., ., . ., . and ., I will describe possible processes of meaning making in students with low achievement in mathematics, or even diagnosed with DD including adult learners. This involves co

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What Can You Infer from This Example? Applications of Online, Rich-Media Tasks for Enhancing Pre-serng, prospective teachers must develop a strong knowledge base of mathematics, pedagogy and student epistemology. In this chapter we report on the design of a technology-based task “What can you infer from this example?” that addressed the content and pedagogical knowledge of the status of examples i

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