<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rocha, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Different representations in mathematics teaching with technology</style></title><secondary-title><style face="normal" font="default" size="100%"> Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><publisher><style face="normal" font="default" size="100%">PME</style></publisher><pub-location><style face="normal" font="default" size="100%">Vancouver, Canada</style></pub-location><pages><style face="normal" font="default" size="100%">6-384</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The main focus of this paper is the teacher’s representational fluency in a context of graphing calculator use. The conclusions reached point to a more intensive use of some representations over the others, suggesting that technology turns numerical or tabular representation into two different representations.&lt;/p&gt;
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