How does a multi-representational mathematical ICT tool mediate teachers' mathematical and pedagogical knowledge concerning variance and invariance?
This study aims to examine how teachers' mathematical and pedagogical knowledge develop as they learn to use a multi-representational technological tool, the TI-Nspire handheld device and computer software. It is conducted as an enquiry into the learning trajectories of a group of secondary mat...
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University College London (University of London)
2010
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534784 |