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Research in Mathematics Education Volume 13, 2011 - Issue 3
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Theories of mathematics education: seeking new frontiers (Advances in Mathematics Education)

Michèle Artigue Universi[tacute]e Paris–Diderot, Paris 7, FranceCorrespondence[email protected]
Pages 311-316 | Published online: 21 Nov 2011

References

  • Artigue , M. 2002 . Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work . International Journal of Computers for Mathematics Learning , 7 : 245 – 74 .
  • Artigue , M. 2009a . Connecting approaches to technology enhanced learning in mathematics: The TELMA experience. Special issue , International Journal of Computers for Mathematical Learning 14, no. 3 .
  • Artigue , M. 2009b . Integrative theoretical framework – Version C . Deliverable 18, ReMath Project. http://remath.cti.gr.
  • Guin , D. , K. Ruthven , and L. Trouche . 2004 . The didactic challenge of symbolic calculators . Dordrecht : Kluwer Academic Publishers .
  • Robert , A. and Rogalski , J. 2005 . A cross-analysis of the mathematics teachers’ activity. An example in a French 10th-Grade class . Educational Studies in Mathematics , 59 ( 1–3 ) : 269 – 98 .
  • Sensevy , G. 2009 . Outline of a joint action theory in didactics . In Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education , V. Durand-Guerrier , S. Soury-Lavergne and Arzarello . F , 1645-54. Institut National de Recherche Pédagogique. www.inrp.fr/editions/cerme6.
  • Sensevy , G. , and A. Mercier 2007 . Agir ensemble. L'action didactique conjointe du professeur et des élèves dans la classe . Rennes : Presses Universitaires de Rennes .
  • Skovsmose , O. 2005 . Travelling through education: Uncertainty, mathematics, responsibility , Rotterdam : Sense Publishers .

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