The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions.
Background: Teachers must have the skills to find, select, design and use technology‐based mathematical activities that focus on high‐level cognitive demands—supporting student reasoning. However, they experience various difficulties in creating, planning and making decisions about how and when to u...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2261 - 2278 |
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| Main Authors: | , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2024
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| Online Access: | View this record in EBSCOhost |