Abstract
When introducing computer laboratory activities in mathematics education, some training for in-service teachers appears essential, to help them revise school programmes and to address issues related to teaching habits, didactical planning and computer laboratory organisation. In order to make computers an effective support to mathematics teaching, we think that class and computer laboratory uses should be given equal cognitive importance. Training courses should be hands-on, provide models rather than recipes, and include the formation of working groups connected to the research world.
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Auricchio, V., Dettori, G., Greco, S., Lemut, E. (1997). Learning to bridge classroom and computer laboratory activities in mathematics education. In: Passey, D., Samways, B. (eds) Information Technology. IFIP Advances in Information and Communication Technology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35081-3_31
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DOI: https://doi.org/10.1007/978-0-387-35081-3_31
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