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Digital Experiences in Mathematics Education
It is an increasingly common phenomenon that elementary school students are using mobile applications (apps) in their mathematics classrooms. Classroom teachers using apps might benefit from a tool, or a set of tools, to help them determine whether or not a given app is appropriate and how enhanced educational outcomes can be achieved via its use. In this article we investigate whether Artifact Centric Activity Theory (ACAT) can be used to create a useful tool for evaluating apps, present adoi:10.1007/s40751-018-0045-4 fatcat:6acxrwktajfwla4pcatzlmk4je