Technology-based algebra learning: Epistemological discontinuities and curricular implications

Transformation of Knowledge through Classroom Interaction

Volumn , Issue , 2009, Pages 56-64

  Yerushalmy, Michal ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892900141     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203879276     Document Type: Chapter

References (11)

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3. Gilead, S., & Yerushalmy, M. (2006). Graphs that are close to situations: Affordances and constraints. Paper presented at the American Educational Research Association (AERA), Division C - Learning & Instruction. San Francisco, CA.
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8. Tall, D. (2002). Continuities and discontinuities in long-term learning schemas. In D. Tall & M. Thomas (Eds.), Intelligence, learning and understanding: A tribute to Richard Skemp (pp. 151-177). Brisbane, Australia: PostPressed.
9. Visual Math (1995). Algebra and functions. Retrieved 15 September 2008 from www.cet.ac.il/math-international/first.htm. Tel Aviv: Centre for Educational Technology.
10. Yerushalmy, M., & Chazan, D. (2002). Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge. In L. English (Ed.), Handbook of international research in mathematics education (pp. 725-756). Hillsdale, NJ: Erlbaum.
11. Yerushalmy, M., & Chazan, D. (2008). Technology and curriculum design: The ordering of discontinuities in school algebra. In L. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 806-837). London: Routledge.