Technology-based algebra learning: Epistemological discontinuities and curricular implications

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Original languageEnglish
Title of host publicationTransformation of Knowledge through Classroom Interaction
PublisherRoutledge Taylor & Francis Group
Pages56-64
Number of pages9
ISBN (Print)0203879279, 9780203879276
DOIs
StatePublished - 15 Apr 2009

ASJC Scopus subject areas

  • General Social Sciences

Cite this