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This paper presents a model of numeracy that integrates the use of digital technologies among other elements of teaching and learning mathematics. Drawing on data from a school-based project, which includes records of classroom observations, semi-structured teacher interviews and artefacts such as student work samples, a classroom-based vignette is presented, which illustrates possibilities for technology integration into classroom numeracy practice. This vignette provides evidence of the influence of digital tools on students’ development of skills, mathematical knowledge, dispositions and orientation towards using mathematics critically.

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Journal Article

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