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This chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and(More)
Describing digital technologies as tool, tutor, environment or resource in pedagogical contexts is common, and this paper examines the metaphorical nature of these descriptions and their implications for digitally-based teaching and learning practices. To compare the metaphors, the paper first develops a model of pedagogy derived from Activity Theory. It(More)
Transcendental near-death experiences show some cross-cultural variation that suggests they may be influenced by societal beliefs. The prevailing Western model of near-death experiences was defined by Moody's description of the phenomenon in 1975. To explore the influence of this cultural model, we compared near-death experience accounts collected before(More)
Local populations of sensory cortical cells exhibit a diverse range of activity patterns. However, classical approaches have neither fully accounted for nor characterized this heterogeneity, especially in response to natural stimuli. First, classical single cell recordings suffered from sampling bias and favored highly responsive cells [1]. Second, common(More)