Citations (19)
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Zehavit Kohen, Liron Schwartz-Aviad & Tomer Peleg. (2023) Who moved my triangle? Pre- and in-service teachers inquiring in a mathematics lab. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-29.
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Lathiful Anwar, Angeliki Mali & Martin Goedhart. (2022) Formulating a conjecture through an identification of robust invariants with a dynamic geometry system. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-23.
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Yusuke Shinno & Taro Fujita. (2022) Characterizing how and when a way of proving develops in a primary mathematics classroom: a commognitive approach. International Journal of Mathematical Education in Science and Technology 53:12, pages 3326-3351.
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Vanda Santos, Pedro Quaresma, Milena Marić & Helena Campos. (2018) Web geometry laboratory: case studies in Portugal and Serbia. Interactive Learning Environments 26:1, pages 3-21.
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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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Shiva Gol Tabaghi. (2014) How Dragging Changes Students’ Awareness: Developing Meanings for Eigenvector and Eigenvalue. Canadian Journal of Science, Mathematics and Technology Education 14:3, pages 223-237.
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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 (12)
Selin Urhan & Yılmaz Zengin. (2023) Investigating University Students’ Argumentations and Proofs Using Dynamic Mathematics Software in Collaborative Learning, Debate, and Self-reflection Stages. International Journal of Research in Undergraduate Mathematics Education.
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Fadime Ulusoy & İsmail Batuhan Turuş. (2022) The mathematical and technological nature of tasks containing the use of dynamic geometry software in middle and secondary school mathematics textbooks. Education and Information Technologies 27:8, pages 11089-11113.
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Ingi Heinesen Højsted. (2020) Teachers Reporting on Dynamic Geometry Utilization Related to Reasoning Competency in Danish Lower Secondary School. Digital Experiences in Mathematics Education 6:1, pages 91-105.
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Mailizar, Rahmah Johar & Lainufar. (2020) Designing augmented reality-based teaching resource of three dimensional geometry. Journal of Physics: Conference Series 1470:1, pages 012061.
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Maria Alessandra Mariotti. 2019. Proof Technology in Mathematics Research and Teaching. Proof Technology in Mathematics Research and Teaching
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Aaron Trocki & Karen Hollebrands. (2018) The Development of a Framework for Assessing Dynamic Geometry Task Quality. Digital Experiences in Mathematics Education 4:2-3, pages 110-138.
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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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Maria Alessandra Mariotti. (2013) Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS. ZDM 45:3, pages 441-452.
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