@article {MATHEDUC.06145586,
    author       = {Burke, Maurice J.},
    title        = {The devil and Daniel's spreadsheet.},
    year         = {2012},
    journal      = {Mathematics Teacher},
    volume       = {105},
    number       = {8},
    issn         = {0025-5769},
    pages        = {578-585},
    publisher    = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
    abstract     = {Summary: ``When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data", notes the common core state standards initiative. This exploration of the recursive process in the devil and Daniel Webster problem reveals that the symbolic spreadsheet fits this bill. Indeed, the scope of this technology reaches far beyond the study of such processes into other areas of the high school curriculum. It puts more powerful mathematics within the reach of all students. Most important, it can help teachers create opportunities for students to engage in experimentation, sense making, reasoning, and problem solving, thereby achieving the vision of technology and the mathematical practices called for in ``Focus in high school mathematics" and in the NCTM (National Council of Teachers of Mathematics) and common core state standards. (ERIC)},
    msc2010      = {U74xx (H24xx H34xx)},
    identifier   = {2013b.00958},
}