@book{hoyles2009improving,
  abstract = {of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the authors argue that there has been a radical shift in the type mathematical skills required for work ' a shift not yet fully recognised by the formal education system, or by employers and managers.Examining how information technology has changed mathematical requirements, the idea of Techno-mathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics. Throughout their study, the authors answer the following fundamental questions:What mathematical knowledge and skills matter for the world of work today?How does information technology change the necessary knowledge and the ways in which it is encountered?How can we develop these essential new skills in the workforce?With evidence of successful opportunities to learn with TmL that were co-designed and evaluated with employers and employees, this book provides suggestions for the development of TmL through the use of authentic learning activities, and interactive software design. Essential reading for trainers and managers in industry, teachers, researchers and lecturers of mathematics education, and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace mathematics.},
  added-at = {2012-01-12T21:47:06.000+0100},
  author = {Hoyles, Celia and Noss, Richard and Kent, Phillip and Bakker, Arthur},
  biburl = {http://www.bibsonomy.org/bibtex/23f016373b6bc0d377320bbf5a8512ede/yish},
  interhash = {d77120f94e6b0d6aefa8ee848239b004},
  intrahash = {3f016373b6bc0d377320bbf5a8512ede},
  keywords = {education learning lifelong literacies mathematics technomathematical vocational workplace},
  publisher = {Taylor & Francis},
  title = {Improving mathematics at work: The need for techno-mathematical literacies},
  url = {http://books.google.co.uk/books?id=VA8al8HXaxMC},
  year = 2009
}

@inproceedings{conf/icls/BakkerKNH08,
  added-at = {2012-01-12T00:00:00.000+0100},
  author = {Bakker, Arthur and Kent, Phillip and Noss, Richard and Hoyles, Celia},
  biburl = {http://www.bibsonomy.org/bibtex/29a98207a7086cbcaecb8766361933548/dblp},
  booktitle = {ICLS (1)},
  crossref = {conf/icls/2008-1},
  editor = {Kirschner, Paul A. and van Merriënboer, Jeroen J. G. and de Jong, Ton},
  ee = {http://dl.acm.org/citation.cfm?id=1599822},
  interhash = {932a41acd72a034aa8eda1de740a9197},
  intrahash = {9a98207a7086cbcaecb8766361933548},
  keywords = {dblp},
  pages = {85-92},
  publisher = {International Society of the Learning Sciences},
  title = {Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry.},
  url = {http://dblp.uni-trier.de/db/conf/icls/icls2008-1.html#BakkerKNH08},
  year = 2008
}

@inproceedings{conf/icls/JacobsonSLWBSLN08,
  added-at = {2012-01-12T00:00:00.000+0100},
  author = {Jacobson, Michael J. and So, Hyo-Jeong and Lee, June and Wilensky, Uri and Blikstein, Paulo and Sengupta, Pratim and Levy, Sharona T. and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/2e5e844a94a4e611e5603ed24e8325d52/dblp},
  booktitle = {ICLS (3)},
  crossref = {conf/icls/2008-3},
  editor = {Kirschner, Paul A. and van Merriënboer, Jeroen J. G. and de Jong, Ton},
  ee = {http://dl.acm.org/citation.cfm?id=1600027},
  interhash = {40f3105fa18d78a6e9fc90cedaa2d886},
  intrahash = {e5e844a94a4e611e5603ed24e8325d52},
  keywords = {dblp},
  pages = {266-273},
  publisher = {International Society of the Learning Sciences},
  title = {Complex systems and learning: empirical research, issues, and "seeing" scientific knowledge with new eyes.},
  url = {http://dblp.uni-trier.de/db/conf/icls/icls2008-3.html#JacobsonSLWBSLN08},
  year = 2008
}

@inproceedings{conf/ct/GoldsteinKNP01,
  added-at = {2011-06-28T00:00:00.000+0200},
  author = {Goldstein, Ronnie and Kalas, Ivan and Noss, Richard and Pratt, Dave},
  biburl = {http://www.bibsonomy.org/bibtex/295d26ec13ef82d5e190b7c1a17a44870/dblp},
  booktitle = {Cognitive Technology},
  crossref = {conf/ct/2001},
  editor = {Beynon, Meurig and Nehaniv, Chrystopher L. and Dautenhahn, Kerstin},
  ee = {http://dx.doi.org/10.1007/3-540-44617-6_26},
  interhash = {1422418abe3b1e97701b69cf61b2242e},
  intrahash = {95d26ec13ef82d5e190b7c1a17a44870},
  isbn = {3-540-42406-7},
  keywords = {dblp},
  pages = {267-281},
  publisher = {Springer},
  series = {Lecture Notes in Computer Science},
  title = {Building Rules.},
  url = {http://dblp.uni-trier.de/db/conf/ct/ct2001.html#GoldsteinKNP01},
  volume = 2117,
  year = 2001
}

@article{hoyles2004integration,
  abstract = {Trouche‘s (2003) presentation at the Third Computer Algebra in Mathematics Education  Symposium 
focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual 
transformation of learner and artefact in the course of constructing knowledge with technology; the 
latter concerning the problem of integrating technology into classroom practice. At the Symposium, 
there was considerable discussion of the idea of situated abstraction, which the current authors have 
been developing over the last decade. In this paper, we summarise the theory of instrumental genesis 
and attempt to link it with situated abstraction. We then seek to broaden Trouche‘s discussion of 
orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated 
abstraction could be used to make sense of the evolving mathematical knowledge of a community as 
well as an individual. We conclude by elaborating the ways in which technological artefacts can 
provide shared means of mathematical expression, and discuss the need to recognise the diversity of 
student‘s emergent meanings for mathematics, and the legitimacy of mathematical expression that may 
be initially divergent from institutionalised mathematics.},
  added-at = {2011-02-08T12:53:52.000+0100},
  author = {Hoyles, Celia and Noss, Richard and Kent, Phillip},
  biburl = {http://www.bibsonomy.org/bibtex/2ed67685c7e301429b9892dffa6b29970/yish},
  interhash = {00ce08f610b6be01883b11a271b92694},
  intrahash = {ed67685c7e301429b9892dffa6b29970},
  issn = {1382-3892},
  journal = {International Journal of Computers for Mathematical Learning},
  keywords = {abstraction contel11 education genesis instrumental instrumentation learning mathematics situated sociocultural technologies},
  number = 3,
  pages = {309--326},
  publisher = {Springer},
  title = {On the integration of digital technologies into mathematics classrooms},
  url = {http://eprints.ioe.ac.uk/1304/1/Kent2004Integration309.pdf},
  volume = 9,
  year = 2004
}

@inproceedings{Mor04b,
  abstract = {This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are – • If, and how, can mathematical meaning be expressed in narrative forms – without compromising rigour? • What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? • How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described.},
  added-at = {2011-02-04T12:44:02.000+0100},
  address = {Lausanne, Switzerland},
  author = {Mor, Yishay and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/22b568b95028d4120d7411746160b4715/yish},
  booktitle = {proceedings of the 1st CSCL SIG Symposium},
  citeulike-article-id = {378265},
  interhash = {3e8b1597c3b2333eee5ab9dddb993b0b},
  intrahash = {2b568b95028d4120d7411746160b4715},
  keywords = {constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports},
  priority = {0},
  title = {Towards a narrative-oriented framework for designing mathematical learning},
  url = {http://www.weblabs.eu.com/papers/KAL-CSCL04.MorNoss.pdf},
  year = 2004
}

@article{Mor06a,
  abstract = {This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.},
  added-at = {2011-02-04T12:43:34.000+0100},
  author = {Mor, Yishay and Noss, Richard and Hoyles, Celia and Kahn, Ken and Simpson, Gordon},
  biburl = {http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yish},
  citeulike-article-id = {387332},
  interhash = {44ee2fd1011d1d8cf560e3f4a53b51b3},
  intrahash = {f7705204cb381d4853cffcde77b6a57a},
  journal = {the International Journal for Technology in Mathematics Education},
  keywords = {CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports},
  number = 2,
  pages = {65-78},
  priority = {0},
  title = {Designing to see and share structure in number sequences},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=237},
  volume = 13,
  year = 2006
}

@inproceedings{Hoyles05,
  added-at = {2011-02-04T12:43:11.000+0100},
  address = {Bristol},
  author = {Hoyles, Celia and Kahn, Ken and Mor, Yishay and Noss, Richard and Sendova, Evgenia and Sacristán, Ana I. and Simpson, Gordon},
  biburl = {http://www.bibsonomy.org/bibtex/24ffcafc1a0a5cd62c996450cdf197b16/yish},
  booktitle = {the 7th International Conference on Technology in Mathematics Teaching},
  citeulike-article-id = {378254},
  comment = {THE WEBLABS PROJECT: BUILDING NEW FORMALISMS FOR MATHEMATICAL AND SCIENTIFIC IDEAS Richard Noss WEBBING CONNECTIONS BETWEEN STUDENTS’ UNDERSTANDINGS OF POSITION AND VELOCITY GRAPHS Gordon Simpson, Celia Hoyles, Richard Noss A MULTIPLE-REPRESENTATION APPROACH TO EXPLORING SEQUENCES AND CONVERGENCE Yishay Mor, Richard Noss MAKING INFINITY CONCRETE BY PROGRAMMING NEVER-ENDING PROCESSES Ken Kahn, Evgenia Sendova, Ana Isabel Sacristan, Richard Noss},
  interhash = {e397ec0a6399f5a97bc13516dc5a425a},
  intrahash = {4ffcafc1a0a5cd62c996450cdf197b16},
  keywords = {cardinality convergence gmr graph guess haifa-edtech ijtme2006 my myown mythesis noe-kaleidoscope sequences sequences-ictmt7},
  priority = {2},
  title = {The WebLabs Project: Building New Formalisms for Mathematical and Scientific Ideas},
  year = 2005
}

@inproceedings{Matos05,
  added-at = {2011-02-04T12:22:25.000+0100},
  address = {Sant Feliu de Guíxols, Spain},
  author = {Matos, João Filipe and Mor, Yishay and Noss, Richard and Santos, Madalena},
  biburl = {http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yish},
  booktitle = {Fourth Congress of the European Society for Research in Mathematics Education (CERME-4)},
  citeulike-article-id = {378260},
  interhash = {be14dd3cb7f193831a6096555075db81},
  intrahash = {1e53996c8c7994f17938350efb409cd8},
  keywords = {IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports},
  priority = {2},
  title = {Sustaining Interaction in a Mathematical Community of Practice},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=533},
  year = 2005
}

@article{mornoss06,
  abstract = { This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities },
  added-at = {2011-02-04T12:21:34.000+0100},
  author = {Mor, Yishay and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yish},
  interhash = {63536356a52ca6953ab75efc57c03285},
  intrahash = {b54f884125d439beee1afeab9c3ca6fa},
  journal = {International Journal of Continuing Engineering Education and Life-Long Learning  (IJCEELL)},
  keywords = {KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top},
  number = 2,
  pages = {214-233},
  title = {Programming as Mathematical Narrative},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493},
  volume = 18,
  year = 2008
}

@article{Mor04,
  added-at = {2011-02-04T12:21:18.000+0100},
  author = {Mor, Yishay and Hoyles, Celia and Kahn, Ken and Noss, Richard and Simpson, Gordon},
  biburl = {http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yish},
  citeulike-article-id = {378263},
  interhash = {e1ad973316c6fa060625df13f8cb51c6},
  intrahash = {35e51249bb837622b3192f1ef9228188},
  journal = {Micromath},
  keywords = {GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports},
  number = 2,
  pages = {17-23},
  priority = {2},
  title = {Thinking in Progress},
  url = {http://www.lkl.ac.uk/kscope/weblabs/papers/Thinking_in_process.pdf},
  volume = 20,
  year = 2004
}

@book{RefWorks:9,
  added-at = {2010-12-22T20:04:10.000+0100},
  address = {Urbana},
  author = {Noss, Luther},
  biburl = {http://www.bibsonomy.org/bibtex/2a6bc65b08d8350f99aa14bcec7d12f14/abromwell},
  interhash = {388c0c72fbce71b67182582b95bc955a},
  intrahash = {a6bc65b08d8350f99aa14bcec7d12f14},
  keywords = {},
  publisher = {University of Illinois Press},
  title = {Paul Hindemith in the United States},
  year = 1989
}

@article{journals/jcal/SimpsonHN06,
  added-at = {2010-12-13T00:00:00.000+0100},
  author = {Simpson, Gordon and Hoyles, Celia and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/22b21f5b82f54c82fe21c67dc486c3d9e/dblp},
  ee = {http://dx.doi.org/10.1111/j.1365-2729.2006.00164.x},
  interhash = {e11beb519199467fdc9367a30592f264},
  intrahash = {2b21f5b82f54c82fe21c67dc486c3d9e},
  journal = {J. Comp. Assisted Learning},
  keywords = {dblp},
  number = 2,
  pages = {114-136},
  title = {Exploring the mathematics of motion through construction and collaboration.},
  url = {http://dblp.uni-trier.de/db/journals/jcal/jcal22.html#SimpsonHN06},
  volume = 22,
  year = 2006
}

@article{journals/jcal/SimpsonHN05,
  added-at = {2010-12-12T00:00:00.000+0100},
  author = {Simpson, Gordon and Hoyles, Celia and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/21519755257a2db52d59e9ba50a3fadb5/dblp},
  ee = {http://dx.doi.org/10.1111/j.1365-2729.2005.00121.x},
  interhash = {e70f2dd8f2d20cb22af8255b57e96fea},
  intrahash = {1519755257a2db52d59e9ba50a3fadb5},
  journal = {J. Comp. Assisted Learning},
  keywords = {dblp},
  number = 2,
  pages = {143-158},
  title = {Designing a programming-based approach for modelling scientific phenomena.},
  url = {http://dblp.uni-trier.de/db/journals/jcal/jcal21.html#SimpsonHN05},
  volume = 21,
  year = 2005
}

@article{kahn2006designing,
  abstract = {Designing digital technologies for deep learning is a highly non-trivial enterprise. In this paper, we discuss one approach we have adopted that seeks to exploit the possibility of affording diverse layers of engagement that exploit the interconnectivity available on the web. In a nutshell, we describe a system that offers learners the possibility of engaging with difficult scientific and mathematical ideas without the necessity of interacting with complex layers of symbolic code – while making that interaction available at all times.
This paper is a greatly extended version of Kahn, Noss, Hoyles and Jones (in press): Designing for diversity through web-based layered learning: a prototype space travel games construction kit. Submitted to the ICMI 17 study group on Technology Revisited.,},
  added-at = {2009-12-13T14:49:13.000+0100},
  author = {Kahn, Ken and Noss, Richard and Hoyles, Celia and Jones, Duncan},
  biburl = {http://www.bibsonomy.org/bibtex/2ca684fe0524d436857035fbdcf27d8f0/yish},
  interhash = {1756afdc1ab384624b8576bb14666814},
  intrahash = {ca684fe0524d436857035fbdcf27d8f0},
  journal = {Lecture Notes in Computer Science},
  keywords = {anima constructionism design digital education gadgets layered learning playground toontalk},
  pages = 267,
  publisher = {Springer},
  title = {{Designing digital technologies for layered learning}},
  url = {http://www.springerlink.com/content/exv316342745371t/},
  volume = 4226,
  year = 2006
}

@incollection{hoyles2004making,
  added-at = {2009-12-13T14:46:44.000+0100},
  author = {Hoyles, Celia and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/2ebb9384a28f39477afbf2f00ebc39b12/yish},
  interhash = {88ced4d3fd17a75e848c37b9ef19ad8e},
  intrahash = {ebb9384a28f39477afbf2f00ebc39b12},
  journal = {Developing New Technologies For Young Children},
  keywords = {collaborative constructionism design education games learning playground},
  pages = {55-73},
  title = {Making rules in collaborative game design},
  url = {http://www.lkl.ac.uk/rnoss/papers/MakingRulesCollaborative.pdf},
  year = 2004
}

@article{noss2002face,
  abstract = {This paper reports how 6-8 year-old children build, play and share videogames in an animated programming environment. Children program their games using rules as creative tools in the construction process. While working both face-to-face and remotely on their games, we describe how they can collaboratively come to explain phenomena arising from programmed or "system" rules. Focusing on one illustrative case study of two children, we propose two conjectures. First, we claim that in face-to-face collaboration, the children centre their attention on narrative, and address the problem of translating the narrative into system rules which can be "programmed" into the computer. This allows the children to debug any conflicts between system rules in order to maintain the flow of the game narrative. A second conjecture is that over the internet children are encouraged to add complexity and innovative elements to their games, not by the addition of socially-constructed or "player" rules but rather through additional system rules which elaborate the mini-formalism in which they engage. This shift of attention to system rules occurs at the same time, and perhaps as a result of, a loosening of the game narrative that is a consequence of the remoteness of the interaction.
},
  added-at = {2009-12-13T14:44:52.000+0100},
  author = {Noss, Richard and Hoyles, Celia and Gurtner, Jean-Luc and Adamson, Ross and Lowe, Sarah},
  biburl = {http://www.bibsonomy.org/bibtex/23937d5c54f6389c6565123d26075f483/yish},
  interhash = {cf9d4f65396d63d2a6437f953f2227da},
  intrahash = {3937d5c54f6389c6565123d26075f483},
  journal = {International Journal of Continuing Engineering Education and Life Long Learning},
  keywords = {collaboration constructionism learning playground toontalk weblabs},
  number = 5,
  pages = {521-540},
  publisher = {Inderscience},
  title = {Face-to-face and online collaboration: appreciating rules and adding complexity},
  url = {http://inderscience.metapress.com/link.asp?id=qte97699qrcdxp8j},
  volume = 12,
  year = 2002
}

@inproceedings{conf/ct/GoldsteinKNP01,
  abstract = {This paper reports on aspects of the Playground project in which young children (age 6 to 8) are writing and sharing their own computer videogames. We discuss how structures in the kernel language influenced the design of one of the project’s playgrounds and in turn children’s thinking and use of
rules. One feature of the paper is the range of children’s responses to the task of translating their ideas for games into formal rules; kernel features, such as object orientation and the use of events, at times support and at other times
constrain those responses.},
  added-at = {2009-12-13T14:40:25.000+0100},
  author = {Goldstein, Ronnie and Kalas, Ivan and Noss, Richard and Pratt, Dave},
  biburl = {http://www.bibsonomy.org/bibtex/250ae6c085808db804f691f8b5f991e31/yish},
  booktitle = {Cognitive Technology},
  crossref = {conf/ct/2001},
  date = {2002-01-03},
  editor = {Beynon, Meurig and Nehaniv, Chrystopher L. and Dautenhahn, Kerstin},
  interhash = {1422418abe3b1e97701b69cf61b2242e},
  intrahash = {50ae6c085808db804f691f8b5f991e31},
  isbn = {3-540-42406-7},
  keywords = {building constructionism design education games learning playground},
  pages = {267-281},
  publisher = {Springer},
  series = {Lecture Notes in Computer Science},
  title = {Building Rules},
  url = {http://link.springer.de/link/service/series/0558/bibs/2117/21170267.htm},
  volume = 2117,
  year = 2001
}

@inproceedings{conf/aied/PearceGSMCHKMNPW09,
  added-at = {2009-09-16T00:00:00.000+0200},
  author = {Pearce, Darren and Geraniou, Eirini and Santos, Sergio Gutiérrez and Mavrikis, Manolis and Cocea, Mihaela and Hoyles, Celia and Kahn, Ken and Magoulas, George D. and Noss, Richard and Poulovassilis, Alexandra and Winters, Niall},
  biburl = {http://www.bibsonomy.org/bibtex/20bf16cde16678c01f7e2146faa509e06/dblp},
  booktitle = {AIED},
  crossref = {conf/aied/2009},
  date = {2009-09-16},
  description = {dblp},
  editor = {Dimitrova, Vania and Mizoguchi, Riichiro and du Boulay, Benedict and Graesser, Arthur C.},
  ee = {http://dx.doi.org/10.3233/978-1-60750-028-5-804},
  interhash = {4f61763216ed1d39facf4a55123e59ae},
  intrahash = {0bf16cde16678c01f7e2146faa509e06},
  isbn = {978-1-60750-028-5},
  keywords = {dblp},
  pages = 804,
  publisher = {IOS Press},
  series = {Frontiers in Artificial Intelligence and Applications},
  title = {An Eco-Friendly Intelligent Environment for Exploring Mathematical Generalisation.},
  url = {http://dblp.uni-trier.de/db/conf/aied/aied2009.html#PearceGSMCHKMNPW09},
  volume = 200,
  year = 2009
}

@article{kahn2005making,
  added-at = {2009-08-31T12:28:33.000+0200},
  author = {Kahn, Ken and Sendova, Eugenia and Sacristan, Ana Isabel and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/2ed8c7b7cd77d7d7f0933653fc02fe5b9/yish},
  booktitle = {7th International Conference on Technology and Mathematics Teaching},
  interhash = {d85308d0be38393bdb442c5ba83845a8},
  intrahash = {ed8c7b7cd77d7d7f0933653fc02fe5b9},
  keywords = {cardinality constionism infinity mythesis postviva toontalk weblabs},
  title = {{Making infinity concrete by programming neverending processes}},
  year = 2005
}