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dc.contributor.authorFuglestad, Anne Berit
dc.date.accessioned2010-03-04T15:04:55Z
dc.date.issued2009
dc.identifier.citationJournal of computers in mathematics and science teachingen
dc.identifier.urihttp://hdl.handle.net/11250/138143
dc.descriptionAccepted version of an article published in the journal: Journal of computers in mathematics and science teaching Copyright 2009 by the Association for the Advancement of Computing in Education (AACE). [http://www.aace.org] Included here by permission"en
dc.description.abstractComputers and calculators are in general widely used in Norwegian schools, but with limited use in specific school subjects, as particularly in mathematics teaching. Various reports from surveys and research projects indicate that teachers’ competence with ICT is a crucial point, and that teachers’ lack of knowledge of how to utilise software for mathematics is a key challenge for further development. In the project ICT and mathematics learning (ICTML) at the University of Agder, the aim was to support the development of teachers’ competence with ICT in order to improve mathematics teaching, learning, and problem solving with ICT.en
dc.format.extent438278 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoengen
dc.publisherAssociation for the Advancement of Computing in Educationen
dc.titleICT for inquiry in mathematics: A developmental research approachen
dc.typePeer revieweden
dc.typeJournal articleen
dc.subject.nsiVDP::Social science: 200::Education: 280::Subject didactics: 283en
dc.subject.nsiVDP::Mathematics and natural science: 400en
dc.source.pagenumber191-202en
dc.source.volume28en
dc.source.journalJournal of computers in mathematics and science teachingen
dc.source.issue2en


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