Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W. J.Masalski & P. C.Elliott (Eds.), Technology-supported mathematics learning environments (pp. 3–16). National Council of Teachers of Mathematics.
Ball, L., & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W. J.Masalski & P. C.Elliott (Eds.), Technology-supported mathematics learning environments (pp. 3–16). National Council of Teachers of Mathematics.)| false
Burrill, G., Funderburk, J., Byer, B. & Gorsuch, R. (2023). Technology and median income data: Opening doors. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 378–386.https://doi.org/10.5951/MTLT.2022.0346
Burrill, G., Funderburk, J., Byer, B. & Gorsuch, R. (2023). Technology and median income data: Opening doors. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 378–386.https://doi.org/10.5951/MTLT.2022.0346)| false
Cullen, C. J., Hertel, J. T., & Nickels, M. (2020). The roles of technology in mathematics education. The Educational Forum, 84(2), 166–178. https://doi.org/10.1080/00131725.2020.1698683
Cullen, C. J., Hertel, J. T., & Nickels, M. (2020). The roles of technology in mathematics education. The Educational Forum, 84(2), 166–178. https://doi.org/10.1080/00131725.2020.1698683)| false
Cuoco, A. A., & Goldenberg, E. P. (1996). A role for technology in mathematics education. Journal of Education, 178(2), 15–32. https://doi.org/10.1177/002205749617800202
Cuoco, A. A., & Goldenberg, E. P. (1996). A role for technology in mathematics education. Journal of Education, 178(2), 15–32. https://doi.org/10.1177/002205749617800202)| false
Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. National Council of Teachers of Mathematics.
Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. National Council of Teachers of Mathematics.)| false
Doerr, H., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143–163. https://doi.org/10.1023/A:1003905929557
Doerr, H., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143–163. https://doi.org/10.1023/A:1003905929557)| false
Isaacson, K. J., & Betz-Cahill, C. (2023). Division without duress yields high levels of success. Mathematics Teacher: Learning and Teaching PK -12,116(5), 341–348. https://doi.org/10.5951/MTLT.2022.0349
Isaacson, K. J., & Betz-Cahill, C. (2023). Division without duress yields high levels of success. Mathematics Teacher: Learning and Teaching PK -12,116(5), 341–348. https://doi.org/10.5951/MTLT.2022.0349)| false
Laborde, C. (2001). Integration of technology in the design of geometry tasks with Cabri-geometry. International Journal of Computers for Mathematical Learning, 6(3), 283–317. https://doi.org/10.1023/A:1013309728825
Laborde, C. (2001). Integration of technology in the design of geometry tasks with Cabri-geometry. International Journal of Computers for Mathematical Learning, 6(3), 283–317. https://doi.org/10.1023/A:1013309728825)| false
Laborde, C. (2007). The role and uses of technologies in mathematics classrooms: Between challenge and modus vivendi. Canadian Journal of Science, Mathematics and Technology Education, 7(1), 68–92. https://doi.org/10.1080/14926150709556721
Laborde, C. (2007). The role and uses of technologies in mathematics classrooms: Between challenge and modus vivendi. Canadian Journal of Science, Mathematics and Technology Education, 7(1), 68–92. https://doi.org/10.1080/14926150709556721)| false
Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326–341.
Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326–341.)| false
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning,10, 313–340. https://doi.org/10.1080/10986060802229675
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning,10, 313–340. https://doi.org/10.1080/10986060802229675)| false
Velasco, R. C. L., & Degner, K. (2023). Representations of linear and nonlinear functions. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 349–357. https://doi.org/10.5951/MTLT.2022.0346
Velasco, R. C. L., & Degner, K. (2023). Representations of linear and nonlinear functions. Mathematics Teacher: Learning and Teaching PK-12, 116(5), 349–357. https://doi.org/10.5951/MTLT.2022.0346)| false
Wilson, P. (2008). Teacher education: A conduit to the classroom. In G.Blume & K.Heid (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2 cases and perspectives (pp. 415–426). Information Age Publishing.
Wilson, P. (2008). Teacher education: A conduit to the classroom. In G.Blume & K.Heid (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2 cases and perspectives (pp. 415–426). Information Age Publishing.)| false