Connecting and Integrating Theoretical Frames: The TELMA Contribution

Autor/inn/en	Artigue, Michele; Cerulli, Michele; Haspekian, Mariam; Maracci, Mirko
Titel	Connecting and Integrating Theoretical Frames: The TELMA Contribution
Quelle	In: International Journal of Computers for Mathematical Learning, 14 (2009) 3, S.217-240 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-3892
DOI	10.1007/s10758-009-9157-7
Schlagwörter	Mathematics Education; Case Studies; Experiments; Program Effectiveness; Educational Theories; Instructional Design; Educational Technology; Networks; Foreign Countries; Educational Research; Educational Policy; Research Methodology; Program Descriptions; Mathematics Instruction; Computer Assisted Instruction; International Cooperation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Case study; Fallstudie; Case Study; Erprobung; Educational theory; Theory of education; Bildungstheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Ausland; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Research method; Forschungsmethode; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	This paper presents the methodology developed within TELMA for connecting and integrating the theoretical frames used by the different teams for studying the design and use of interactive learning environments in mathematics education. Two case studies are then analysed and compared in order to illustrate the methodology and the results it can lead to. The papers ends by a more general discussion about the outcomes of the experimental work developed within TELMA and the perspectives it offers for approaching theoretical fragmentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10