Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Curriculum, Classroom Practices, and Tool Design in the Learning of Functions Through Technology-Aided Experimental Approaches

Curriculum, Classroom Practices, and Tool Design in the Learning of Functions Through... The paper starts from classroom situations about the study of a functional relationship with help of technological tools as a ‘transposition’ of experimental approaches from research mathematical practices. It considers the limitation of this transposition in existing curricula and practices based on the use of non-symbolic software like dynamic geometry and spreadsheets. The paper focuses then on the potentialities of classroom use of computer algebra packages that could help to go beyond this shortcoming. It looks at a contradiction: while symbolic calculation is a basic tool for mathematicians, curricula and teachers are very cautious regarding their use by students. The rest of the paper considers the design and experiment of a computer environment Casyopée as means to contribute to an evolution of curricula and classroom practices to achieve the transposition in the domain of algebraic activities linked to functions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Curriculum, Classroom Practices, and Tool Design in the Learning of Functions Through Technology-Aided Experimental Approaches

"Technology, Knowledge and Learning" , Volume 10 (2) – Apr 5, 2005

Loading next page...
 
/lp/springer-journals/curriculum-classroom-practices-and-tool-design-in-the-learning-of-b0zjcICau0
Publisher
Springer Journals
Copyright
Copyright © 2005 by Springer
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1007/s10758-005-4850-7
Publisher site
See Article on Publisher Site

Abstract

The paper starts from classroom situations about the study of a functional relationship with help of technological tools as a ‘transposition’ of experimental approaches from research mathematical practices. It considers the limitation of this transposition in existing curricula and practices based on the use of non-symbolic software like dynamic geometry and spreadsheets. The paper focuses then on the potentialities of classroom use of computer algebra packages that could help to go beyond this shortcoming. It looks at a contradiction: while symbolic calculation is a basic tool for mathematicians, curricula and teachers are very cautious regarding their use by students. The rest of the paper considers the design and experiment of a computer environment Casyopée as means to contribute to an evolution of curricula and classroom practices to achieve the transposition in the domain of algebraic activities linked to functions.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Apr 5, 2005

There are no references for this article.