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Reconstruction of teachers' professional vision concerning important aspects of classroom interaction
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287793 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1510-1516 (2015)
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A successful form of trade-off in compensatory policy classrooms
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In: ISSN: 1356-336X ; European Physical Education Review ; https://hal.archives-ouvertes.fr/hal-01474392 ; European Physical Education Review, SAGE Publications, 2015, 21 (3), pp.340-361. ⟨10.1177/1356336X15569373⟩ ; http://journals.sagepub.com/doi/full/10.1177/1356336X15569373 (2015)
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Vague language and politeness in whole-class mathematical conversation
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287662 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1354-1360 (2015)
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Teachers' attention to task's potential for encouraging classroom argumentative activity
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289713 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2982-2988 (2015)
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Social creativity and meaning generation in a constructionist environment
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289256 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2340-2346 (2015)
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Abstract:
International audience ; The use of digital tools for " doing mathematics " has been studied both from the meaning making perspective and from the point of view of social interactions. In this study, we discuss how the use of digital tools that support collaboration, exchanging ideas and artifacts among students in a dense and intense way fosters the mechanism of meaning making in a group of 9 th grade students that interact with a half-baked microworld. We reemploy the UDGS model to describe meaning making, but this time from a social aspect, using the notion of social and sociomathematical norms. In this context of analysis, we search for instances of social creativity, while investigating the connection between creativity and students' joint mathematical thinking.
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Keyword:
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]; [SHS.EDU]Humanities and Social Sciences/Education; Digital tools; Logo-turtle geometry; meaning generation; social creativity; theory integration
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URL: https://hal.archives-ouvertes.fr/hal-01289256/file/CERME9.TWG15.09.papers.Diamantidis_et_al.pdf https://hal.archives-ouvertes.fr/hal-01289256/document https://hal.archives-ouvertes.fr/hal-01289256
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Mathematics educator transformation(s) by reflecting on students' non-standard reasoning
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289638 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2874-2880 (2015)
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Student assessment in an era of accountability
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287904 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1591-1596 (2015)
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Using variation theory to design tasks to support students' understanding of logarithms
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01286925 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.433-439 (2015)
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The role of mode of representation in students' argument constructions
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01281107 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.213-220 (2015)
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Language and students' conceptions of logic in undergraduate mathematics
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01288648 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2283-2284 (2015)
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Accounting for student perspectives in task design
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In: Task design in mathematics education ; https://hal.archives-ouvertes.fr/hal-01224735 ; Watson, Anne; Ohtani, Minoru. Task design in mathematics education, Springer, pp.115-141, 2015, 978-3-319-09629-2 (2015)
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Editorial: positive news about the future of philosophy of education
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The epistemological beliefs of undergraduates towards Information Science
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Teaching Pronunciation Communicatively to Cape Verdean English Language Learners: Sao Vicente Variety
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In: Master’s Theses and Projects (2015)
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An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK
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Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment
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In: Master’s Theses and Projects (2015)
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