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Peter M. G. M. Kop, Fred J. J. M. Janssen, Paul H. M. Drijvers & Jan H. van Driel. (2021) Promoting insight into algebraic formulas through graphing by hand. Mathematical Thinking and Learning 23:2, pages 125-144.
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Veselin Jungić & Jamie Mulholland. (2014) Is close enough good enough? Reflections on the use of technology in teaching calculus. International Journal of Mathematical Education in Science and Technology 45:7, pages 1075-1084.
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C. H. Swanepoel & Z.
Melake Gebrekal. (2010) The use of computers in the teaching and learning of functions in school Mathematics in Eritrea. Africa Education Review 7:2, pages 402-416.
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Sergei Abramovich. (2005) How to ‘check the result’? Discourse revisited. International Journal of Mathematical Education in Science and Technology 36:4, pages 414-423.
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Steve Godwin & Rosamund Sutherland. (2004) Whole‐class technology for learning mathematics: the case of functions and graphs. Education, Communication & Information 4:1, pages 131-152.
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Stephen Godwin & Rob Beswetherick. (2003) AN INVESTIGATION INTO THE BALANCE OF PRESCRIPTION, EXPERIMENT AND PLAY WHEN LEARNING ABOUT THE PROPERTIES OF QUADRATIC FUNCTIONS WITH ICT. Research in Mathematics Education 5:1, pages 79-95.
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Sara Hennessy & Penelope Dunham. (2002) EQUITY ISSUES AFFECTING MATHEMATICS LEARNING USING ICT. Research in Mathematics Education 4:1, pages 145-165.
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Articles from other publishers (14)
Mukesh Maharjan, Niroj Dahal & Binod Prasad Pant. (2022) ICTs into mathematical instructions for meaningful teaching and learning. Advances in Mobile Learning Educational Research 2:2, pages 341-350.
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Mailizar Mailizar & Lianghuo Fan. (2019) Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA Journal of Mathematics, Science and Technology Education 16:1.
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Peter M.G.M. Kop, Fred J.J.M. Janssen, Paul H.M. Drijvers, Marcel V.J. Veenman & Jan H. van Driel. (2015) Identifying a framework for graphing formulas from expert strategies. The Journal of Mathematical Behavior 39, pages 121-134.
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Allison W. McCulloch, Rachael H. Kenney & Karen Allen Keene. (2013) What to Trust: Reconciling Mathematical Work Done by Hand with Conflicting Graphing Calculator Solutions. School Science and Mathematics 113:4, pages 201-210.
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Samuel King & Carol Robinson. (2012) Do undergraduate students view calculator usage as a proxy for learning with understanding?. British Journal of Educational Technology 43:3.
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Shanta Hattikudur, Richard W. Prather, Pamela Asquith, Martha W. Alibali, Eric J. Knuth & Mitchell Nathan. (2012) Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y‐intercept. School Science and Mathematics 112:4, pages 230-240.
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Allison W. McCulloch, Rachael H. Kenney & Karen A. Keene. (2012) Connecting Research to Teaching: My Answers Don't Match! Using the Graphing Calculator to Check. The Mathematics Teacher 105:6, pages 464-468.
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Douglas D. Agyei & Joke Voogt. (2010) ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies 16:4, pages 423-439.
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Merrilyn Goos. 2011. Constructing Knowledge for Teaching Secondary Mathematics. Constructing Knowledge for Teaching Secondary Mathematics
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Royati Abdul Saha, Ahmad Fauzi Mohd Ayub & Rohani Ahmad Tarmizi. (2010) The Effects of GeoGebra on Mathematics Achievement: Enlightening Coordinate Geometry Learning. Procedia - Social and Behavioral Sciences 8, pages 686-693.
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Merrilyn Goos. 2009. Reforming Learning. Reforming Learning
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Merrilyn Goos & Anne Bennison. (2008) Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal 20:3, pages 102-130.
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Vilma Mesa. (2008) <p>Solving problems on functions: role of the graphing calculator</p>. PNA. Revista de Investigación en Didáctica de la Matemática 2:3, pages 109-135.
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S. Hennessy, P. Fung & E. Scanlon. (2001) Portable information technologies for supporting graphical mathematics investigations: overview of the PIGMI Project. Journal of Computer Assisted Learning 17:2, pages 219-220.
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