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Article
Open AccessTowards a definition of “mathematical digital competency for teaching”
When students engage with a digital tool to tackle a mathematical task, the interplay between their digital competencies and mathematical abilities gives rise to what is termed mathematical digital competency ...
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Reference Work Entry In depth
The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark
This chapter deals with the recently re-emerged concept of computational thinking (CT) and its reception in mathematics education research and mathematics curriculum policy. We provide an overview of CT’s clai...
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Article
Introduction to the Special Issue “Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics”
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Living Reference Work Entry In depth
The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark
This chapter deals with the recently re-emerged concept of computational thinking (CT) and its reception in mathematics education research and mathematics curriculum policy. We provide an overview of CT’s clai...
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Chapter
Mathematical Competencies in the Digital Era: An Introduction
Mathematics education has been experiencing two rather distinct, yet related, ‘paradigm shifts’. The first is to do with the massive introduction of digital technologies (DT) in the teaching and learning of th...
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Chapter
The Mathematical Competencies Framework and Digital Technologies
This chapter discusses the influence of the increased use of digital technologies for mathematical teaching and learning and their relevance to the Danish mathematical competencies framework (KOM) (Niss & Højg...
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Book
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Chapter
An Embodied Cognition View on the KOM-Framework’s Aids and Tools Competency in Relation to Digital Technologies
This chapter focuses on the KOM-framework’s aids and tools competency and investigates its application in the digital era for mathematical learning. The aids and tools competency may be viewed as distinguishin...
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Chapter
Teachers’ Facilitation of Students’ Mathematical Reasoning in a Dynamic Geometry Environment: An Analysis Through Three Lenses
Using three theoretical lenses, we investigate a teacher’s practice in a dynamic geometry teaching sequence aiming to support students’ development of mathematical reasoning. These lenses are the Danish KOM fr...
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Article
“Whiteboxing” the Content of a Formal Mathematical Text in a Dynamic Geometry Environment
In this article, we provide an empirical example of how digital technology; in this case, GeoGebra may assist students in uncovering—or whiteboxing—the content of a mathematical proof, in this case that of Pro...
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Article
Open AccessTowards a definition of “mathematical digital competency”
Due to the embeddedness of digital technologies in mathematics education of today, we often see examples of students simultaneously using their mathematical competencies and digital competencies. In relevant l...
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Chapter and Conference Paper
Exploring and Making Online Creative Digital Math Books for Creative Mathematical Thinking
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Article
Open AccessSupporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative
This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers’ professional development. Tap** into an existing community of practice of mathematics specialist teac...
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Article
Design requirements, student perception indicators and validation metrics for intelligent exploratory learning environments
The new forms of interaction afforded by innovative technology and open-ended environments provide promising opportunities for exploratory learning. Exploratory environments, however, require appropriate suppo...
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Chapter
Patterns of Collaboration: Towards Learning Mathematics in the Era of the Semantic Web
With current digital technologies there are a number of networked computer-based tools that provide ways for users, be they learners or teachers, to collaborate in tackling visual representations of mathematic...
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Chapter and Conference Paper
Scaffolding Collaborative Learning Opportunities: Integrating Microworld Use and Argumentation
This paper presents our research efforts to support students’ collaborative process when learning mathematics and science as they interact with microworlds and engage in discussions and structured arguments. T...
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Article
The transitional stages in the PhD degree in mathematics in terms of students’ motivation
This paper presents results of a longitudinal study in the transition to independent graduate studies in mathematics. The analysis of the data collected from 24 students doing a PhD in mathematics revealed the...
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Chapter and Conference Paper
Facilitating Effective Exploratory Interaction: Design and Evaluation of Intelligent Support in MiGen
Ensuring that students’ interactions with Exploratory Learning Environments are effective in terms of learning requires a significant pedagogic support from teachers. The challenge therefore is to develop inte...
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Chapter and Conference Paper
The Design of Teacher Assistance Tools in an Exploratory Learning Environment for Mathematics Generalisation
The MiGen project is designing and develo** an intelligent, exploratory environment to support 11–14-year-old students in their learning of algebraic generalisation. Deployed within the classroom, the system...
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Article
Broadening the sense of ‘dynamic’: a microworld to support students’ mathematical generalisation
In this paper, we seek to broaden the sense in which the word ‘dynamic’ is applied to computational media. Focussing exclusively on the problem of design, the paper describes work in progress, which aims to bu...
