Giampaolo Chiappini

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In this paper we discuss a theoretical framework which aims to specify the conditions under which the mediation offered by an educational system (based on a direct manipulation interface) is effective for teaching and learning activities. We have worked out this framework on the basis of experience we have developed in designing, implementating and(More)
Introduction This paper presents a theoretical framework we draw on when designing and developing ICT-based systems for mathematics learning and teaching. Over recent years there has been increasingly widespread debate over the mediation role that ICT-based systems can play within mathematics education. For some time research in this field has focused(More)
This paper analyses the role of technology in the development of crucial knowledge and competencies in algebra, such as those involved in the comprehension and use of the notions of equivalence and equality. The hypothesis of our research is that technology can be exploited to make available new operative and representative possibilities to structure a new(More)
Technologies in mathematical education has been a theme present at CERME from the first edition. The available technologies have evolved a lot during these years. At CERME 5 conference, the conclusions of the technology Working Group (Kynigos et al. 2007), as well as Artigue’s and Ruthven’s interventions (Artigue 2007, Ruthven 2007), signal perspective(More)
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