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Integrating Technology for Deep Mathematics Learning

Roschelle, J; Vahey, P; Hoyles, C; Noss, RL; (2013) Integrating Technology for Deep Mathematics Learning. Better: Evidence-based Education , 6 (1) pp. 16-17. Green open access

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Abstract

Technology can help to build conceptual understanding through “dynamic representations”, that is visual models of mathematics concepts. This approach has a strong research basis, with ample evidence of efficacy. But technology is not enough. Some teachers can take the raw technology for dynamic representations and fashion an appropriate sequence of lessons, but most teachers benefit from guidance in using these capabilities to develop student reasoning across a series of lessons.

Type: Article
Title: Integrating Technology for Deep Mathematics Learning
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.betterevidence.org/issue-14/integrating...
Language: English
Keywords: Evidence, Learnability
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1475939
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