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Book reviews

The mathematics teacher in the digital era: an international perspective on technology focused professional development,

References

  • Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian mathematics education study group (pp. 3–14). Edmonton, AB: CMESG/GCEDM.
  • Lavicza, Z. (2010). Integrating technology into mathematics teaching: A review. ZDM: The International Journal of Mathematics Education, 42(1), 105–119. doi:10.1007/s11858-009-0225-1
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  • Rabardel, P. (1995). Les Hommes et les technologie: une approche cognitive des instruments contemporains [People and technology: A cognitive approach to contemporary instruments]. Paris: Armand Colin.
  • Robert, A., & Rogalski, J. (2002). Le système complexe et cohérent des pratiques des enseignants de mathématiques: une double approche [The complex and coherent system of the practices of mathematics teachers: a dual approach]. Canadian Journal of Science, Mathematics and Technology Education (La revue canadienne de lenseignement des sciences, des mathématiques et des technologies), 2, 505–528.
  • Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding student's command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281–307. doi:10.1007/s10758-004-3468-5
  • Vérillon, P., & Rabardel, P. (1995). Cognition and artefacts: A contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education, 10(1), 77–101.
  • Vygotsky, L. S. (1981). The instrumental method in psychology. In J. V. Wertsch, (Ed.), The concept of activity in Soviet psychology (pp. 134–143). Armonk, NY: M.E. Sharpe.

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