Citations (40)
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Celia Hoyles. (2018) Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education 20:3, pages 209-228.
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Irene Biza. (2017) Youngsters solving mathematical problems with technology: the results and implications of the Problem@Web project. Research in Mathematics Education 19:3, pages 331-335.
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Kin Keung Poon & Kwan Lam Wong. (2017) Pre-constructed dynamic geometry materials in the classroom – how do they facilitate the learning of ‘Similar Triangles’?. International Journal of Mathematical Education in Science and Technology 48:5, pages 735-755.
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Lukáš Vízek, Libuše Samková & Jon R. Star. Investigating how lower secondary school students reason about quadrilaterals emerging in dynamic constructions. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-20.
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Articles from other publishers (35)
Marios Pittalis & Paul Drijvers. (2023) Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes. Educational Studies in Mathematics 113:2, pages 181-205.
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Gili Gal Nagar, Stephen Hegedus & Chandra Hawley Orrill. (2022) Teachers’ Understanding of Draggable Geometric Objects: Variance and Invariance in a Dynamic Geometry Environment. Digital Experiences in Mathematics Education 8:3, pages 259-286.
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Nathalie Sinclair. (2022) A cumulative, coherent and convincing theory that is also seductive, singular and selective. The Journal of Mathematical Behavior 67, pages 100983.
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Hyun Suk Chang, Ji Youn Kim & Bongju Lee. (2022) Discourse analysis on understanding the differential concept of high school students in a dynamic geometry environment. Eurasia Journal of Mathematics, Science and Technology Education 18:7, pages em2127.
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Dragana Martinovic & Marina Milner-Bolotin. 2022. Mathematics and Its Connections to the Arts and Sciences (MACAS). Mathematics and Its Connections to the Arts and Sciences (MACAS)
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Marcelo Bairral. (2021) Interacciones, toques en pantalla y aprendizaje de cuadriláteros. Revista Venezolana de Investigación en Educación Matemática 1:2, pages e202107.
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Sergio Rubio-Pizzorno, Gisela Montiel-Espinosa & Luis Moreno-Armella. (2021) Reduciendo la brecha mediacional con la geometría dinámica: dinamismo, dependencia y temporalidad. Praxis, Educación y Pedagogía:8.
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Ingólfur Gíslason. (2021) Discussing Dependencies of Variable Points on the Basis of a GeoGebra Task: Meaning Making in a Teacher-Class Dialogue. Digital Experiences in Mathematics Education 7:2, pages 301-322.
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Camden G. Bock & Justin K. Dimmel. (2020) Digital Representations without Physical Analogues: a Study of Body-Based Interactions with an Apparently Unbounded Spatial Diagram. Digital Experiences in Mathematics Education 7:2, pages 193-221.
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Dor Abrahamson & Rotem Abdu. (2020) Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments. Educational Technology Research and Development 69:4, pages 1889-1923.
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Stephanie M. Gardner, Elizabeth Suazo-Flores, Susan Maruca, Joel K. Abraham, Anupriya Karippadath & Eli Meir. (2021) Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments. Journal of Science Education and Technology 30:3, pages 431-446.
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Philip Vahey, Hee-Joon Kim, Nicholas Jackiw, Hagit Sela & Jennifer Knudsen. (2020) From the static to the dynamic: teachers’ varying use of digital technology to support conceptual learning in a curricular activity system. ZDM 52:7, pages 1275-1290.
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Justin K. Dimmel & Eric A. Pandiscio. (2020) When it’s on zero, the lines become parallel: Preservice elementary teachers’ diagrammatic encounters with division by zero. The Journal of Mathematical Behavior 58, pages 100760.
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Ricardo Nemirovsky, Francesca Ferrara, Giulia Ferrari & Natividad Adamuz-Povedano. (2020) Body motion, early algebra, and the colours of abstraction. Educational Studies in Mathematics 104:2, pages 261-283.
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Aziz İLHAN & Recep ASLANER. (2020) Dinamik Geometri Yazılımları Kullanımının Matematik Öğretmeni Adaylarının Başarılarına Etkisi ve Öğretim Süreci Hakkındaki GörüşleriThe Effect of Using Dynamic Geometry Software on Pre-Service Mathematics Teachers Achievements and about the Teaching Process Opinions. Turkish Journal of Educational Studies 7:2, pages 99-129.
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Azita Manouchehri & Bharath Sriraman. 2020. Encyclopedia of Mathematics Education. Encyclopedia of Mathematics Education
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Mathieu Thibault & Nathalie Sinclair. (2019) Conception de tâches MERLO: un dispositif dans la formation continue pour l’enseignement de la géométrie. Canadian Journal of Science, Mathematics and Technology Education 19:2, pages 189-203.
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Abdul Halim Abdullah, Norasykin Mohd Zaid, Mohd Salleh Abu, Mohd Hilmi Hamzah, Effandi Zakaria & Umar Haiyat Abdul Kohar. (2018) The Effectiveness of Integrating Geometer's Sketchpad Software in Phase-Based Geometric Learning. The Effectiveness of Integrating Geometer's Sketchpad Software in Phase-Based Geometric Learning.
Yishay Mor & Rotem Abdu. (2018) Responsive learning design: Epistemic fluency and generative pedagogical practices. British Journal of Educational Technology 49:6, pages 1162-1173.
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Florian Schacht. (2017) Between the Conceptual and the Signified: How Language Changes when Using Dynamic Geometry Software for Construction Tasks. Digital Experiences in Mathematics Education 4:1, pages 20-47.
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Arthur B. Powell, Muteb M. Alqahtani & Balvir Singh. 2018. STEM Education in the Junior Secondary. STEM Education in the Junior Secondary
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Muteb M. Alqahtani & Arthur B. Powell. (2017) Mediational activities in a dynamic geometry environment and teachers’ specialized content knowledge. The Journal of Mathematical Behavior 48, pages 77-94.
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Muteb M. Alqahtani & Arthur B. Powell. (2016) Teachers’ Instrumental Genesis and Their Geometrical Understanding in a Dynamic Geometry Environment. Digital Experiences in Mathematics Education 3:1, pages 9-38.
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Karen F. Hollebrands & Hollylynne S. Lee. (2016) Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks. The Journal of Mathematical Behavior 43, pages 148-164.
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Oi-Lam Ng. (2016) Comparing Calculus Communication across Static and Dynamic Environments Using a Multimodal Approach. Digital Experiences in Mathematics Education 2:2, pages 115-141.
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Paul Drijvers, Lynda Ball, Bärbel Barzel, M. Kathleen Heid, Yiming Cao & Michela MaschiettoPaul Drijvers, Lynda Ball, Bärbel Barzel, M. Kathleen Heid, Yiming Cao & Michela Maschietto. 2016. Uses of Technology in Lower Secondary Mathematics Education. Uses of Technology in Lower Secondary Mathematics Education
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Nathalie Sinclair & Joan Moss. (2012) The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment. International Journal of Educational Research 51-52, pages 28-44.
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Nathalie Sinclair & Ornella Robutti. 2013. Third International Handbook of Mathematics Education. Third International Handbook of Mathematics Education
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Nicholas Jackiw & Nathalie Sinclair. (2009) Sounds and pictures: dynamism and dualism in Dynamic Geometry. ZDM 41:4, pages 413-426.
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Nathalie Sinclair, Lulu Healy & Cassia Osorio Reis Sales. (2009) Time for telling stories: narrative thinking with dynamic geometry. ZDM 41:4, pages 441-452.
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