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.
References
Arcavi, A. & Hadas, N. (2000). —Computer mediated learning: and example of an approach”.
International Journal of Computers for Mathematical Learning, 5, 1, 25-45.
Artigue, M. (2000). “Instrumentation Issues and the Integration of Computer Technologies into
Secondary Mathematics Teaching”. Proceedings of the Annual Meeting of the GDM,
Potsdam, 2000. [download: http://webdoc.sub.gwdg.de/ebook/e/gdm/2000]
Artigue, M. (2002). „Learning Mathematics in a CAS environment: The Genesis of a
Reflection about Instrumentation and the Dialectics between Technical and Conceptual
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Balacheff, N. (1993). —Artificial intelligence and real teaching”. In C. Keitel & K. Ruthven
(Eds.), Learning from computers: Mathematics education and technology pp. 131-158.
Berlin: Springer-Verlag.
Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). —Participating in classroom
mathematical practices”. Journal of the Learning Sciences, 10, 113-164.
Cobb, P., Confrey, J., diSessa, A., Lehrer , R., & Schauble, L. (2003). —Design Experiments in
Educational Research”. Educational Researcher, 32, 1, 9-13.
Cuoco, A. (2002) —Thoughts on Reading Artigue's ‘Learning Mathematics in a CAS
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Defouad, B. (2000) Etude de genese instrumentals liees a l’utilisation d’une calculatrice
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15
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