Celia Hoyles|Richard Noss
The Technological Mediation of Mathematics and Its Learning
University of London|University of London
paper examines extent mathematical knowledge related pedagogy inextricably linked tools physical virtual cultural expressed goal focus exemplars computational tools describe illustrative examples mathematical meanings shaped use begin appraisal role digital technologies rationale focusing present four categories digital tool use differing potential shape mathematical cognition four categories 1 dynamic graphical tools 2 tools outsource processing power 3 new representational infrastructures 4 implications highbandwidth connectivity nature mathematics activity conclusion draw implications analysis mathematical epistemology mathematical meanings students develop also underline central importance design tools activities embedded