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Repositioning the relationship between the design and use of technology for mathematical learning

Conference paper
Authors Thomas Hillman
Published in MobileHCI 2011
ISBN 978-1-4503-0541
Publication year 2011
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Language en
Keywords education, design, technology
Subject categories Pedagogy

Abstract

In this paper, an approach to conceptualizing the relationship between the design of educational technologies and mathematical learning is developed. It is argued that if designs are viewed as resources for the actions of learners not prescriptions and those actions are understood to be a continuation of a tool’s development then designs can be truly acknowledged as integral parts of the richness of mediation that can occur in mathematical learning situations.

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