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Teachers’ support of students’ instrumentation in a collaborative, dynamic geometry environment
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We report on a case study that seeks to understand how teachers’ pedagogical interventions influence students’ instrumentation and mathematical reasoning in a collaborative, dynamic geometry environment. A high school…
Instrumental development of teachers’ reasoning in dynamic geometry
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To contribute to understanding how teachers can develop geometrical understanding, we report on the discursive development of teachers’ geometrical reasoning through instrument appropriation while collaborating in an…