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Download or read book Itinerari di didattica inclusiva italiano matematica written by Ines Pianca and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Risolvo Corso di matematica Strumenti didattica inclusiva 1 Per la Scuola media written by Gilda Flaccavento and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Matematica e disabilit Ricerche e proposte per una didattica inclusiva della matematica nella scuola primaria written by P. Sandri and published by . This book was released on 2017 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Itinerari di didattica inclusiva Storia e geografia written by and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book Matematica e disabilit Ricerche e proposte per una didattica inclusiva della matematica nella scuola secondaria di secondo grado written by P. Sandri and published by . This book was released on 2017 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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Download or read book The Mathematics Teacher in the Digital Era written by Alison Clark-Wilson and published by Springer Science & Business Media. This book was released on 2013-12-08 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements