Didactical Aspects of Using Technology for Problem Posing in Mathematics Teacher Education
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 26, 2007 in San Antonio, Texas, USA ISBN 978-1-880094-61-7
Abstract
This paper introduces and explores the notion of didactical coherence in technology-enhanced mathematical problem posing. The authors argue that problem posing in a technological paradigm cannot be adequately understood without attending to this notion. The paper is based on the work done with prospective elementary teachers enrolled in a mathematics content course.
Citation
Abramovich, S. & Cho, E.K. (2007). Didactical Aspects of Using Technology for Problem Posing in Mathematics Teacher Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3208-3210). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/25103.
© 2007 AACE