Irene's public data
Using dynamic geometry to introduce calculus concepts: CalGeo and the case of derivative
Introducing the concept of infinite series: preliminary analyses of curriculum content and pedagogical practice.
Teacher beliefs and the didactic contract on visualisation.
Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series
Alejandro S. Gonzalez-Martin
Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean Geometry to Analysis
First year mathematics undergraduates’ settled images of tangent line
‘Warrant’ revisited: integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
Students’ evolving meaning about tangent line with the mediation of a dynamic geometry environment and an instructional example space
Using tasks to explore teacher knowledge in situation-specific contexts