Search results for author:"Luis Moreno-Armella"
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International Journal of Mathematical Education in Science and Technology Vol. 49, No. 4 (2018) pp. 594–612
This paper explores a deep transformation in mathematical epistemology and its consequences for teaching and learning. With the advent of non-Euclidean geometries, direct, iconic correspondences between physical space and the deductive structures of ...
ZDM: The International Journal on Mathematics Education Vol. 48, No. 6 (2016) pp. 827–842
The aim of this study is to analyze and document the extent to which high school teachers rely on a set of technology affordances to articulate epistemological and cognitive actions in problem solving approaches. Participants were encouraged to...
For the Learning of Mathematics Vol. 30, No. 1 (2010) pp. 26–31
In certain digital environments, "hot-spots" are key infrastructural pieces that allow the dynamic construction and re-construction of mathematical figures. We shall discuss their existence with respect to what we call user-environment co-actions,...
Educational Studies in Mathematics Vol. 68, No. 2 (June 2008) pp. 99–111
The nature of mathematical reference fields has substantially evolved with the advent of new types of digital technologies enabling students greater access to understanding the use and application of mathematical ideas and procedures. We analyze the ...