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The impact from computers software on teaching and
students learning of mathematics has been offered
increasingly attention in educational research. This
book reports from a study of teachers first ever
use of a dynamic geometry software, Cabri, in
teaching at lower secondary schools in Norway. The
study was situated within developmental projects
where teachers and university educators worked
together for several years. The book gives a
characterisation of teachers progression through a
development process in which they implemented and
orchestrated Cabri-use in their teaching. The...