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The Didactical Challenge of Symbolic CalculatorsUsing Symbolic Calculators to Study Mathematics

The Didactical Challenge of Symbolic Calculators: Using Symbolic Calculators to Study Mathematics [This chapter will consider in more depth the possible contribution of technology -- especially CAS -- to the study of mathematical domains. Using a theoretical approach to treat examples of classroom activities, we will show how a didactical reflection can help to understand this contribution. A variety of new techniques will be presented and related to paper-and-pencil techniques. Examining the pragmatic and epistemic value of both types of technique will help to make sense of classroom situations. It will also help to clarify the situation of teachers wanting to integrate new tools. Consideration of other approaches will show that educators emphasize the use of computer algebra to promote ‘conceptual’ mathematics. Nevertheless, they cannot ignore instrumented techniques when considering the real potentialities of new tools and the conditions for their integration.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Didactical Challenge of Symbolic CalculatorsUsing Symbolic Calculators to Study Mathematics

Part of the Mathematics Education Library Book Series (volume 36)
Editors: Guin, Dominique; Ruthven, Kenneth; Trouche, Luc

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References (19)

Publisher
Springer US
Copyright
© Springer Science+Business Media, Inc. 2005
ISBN
978-0-387-23158-7
Pages
113 –135
DOI
10.1007/0-387-23435-7_6
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter will consider in more depth the possible contribution of technology -- especially CAS -- to the study of mathematical domains. Using a theoretical approach to treat examples of classroom activities, we will show how a didactical reflection can help to understand this contribution. A variety of new techniques will be presented and related to paper-and-pencil techniques. Examining the pragmatic and epistemic value of both types of technique will help to make sense of classroom situations. It will also help to clarify the situation of teachers wanting to integrate new tools. Consideration of other approaches will show that educators emphasize the use of computer algebra to promote ‘conceptual’ mathematics. Nevertheless, they cannot ignore instrumented techniques when considering the real potentialities of new tools and the conditions for their integration.]

Published: Jan 1, 2005

Keywords: Conceptualization; Tasks; Techniques

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