International Journal of Computers for Mathematical Learning 9, 3, 309-326
legitimation of students‘ evolving knowledge, and a legitimation of the role of digital
technologies in the mathematics classroom.
Acknowledgements
We would like to thank Michele Artigue and Lulu Healy for their comments on earlier versions
of this paper. We are grateful to the participants of the CAME Symposium in Reims for
helping to crystallise some of the ideas presented here.
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