\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2014c.00430}
\itemau{Santos-Trigo, Manuel; Camacho Mach\'\i n, Mat\'\i as}
\itemti{Framing the use of computational technology in problem solving approaches.}
\itemso{Math. Enthus. 10, No. 1-2, 279-302 (2013).}
\itemab
Summary: Mathematical tasks are key ingredient to foster teachers and students' development and construction of mathematical thinking. The use of distinct computational tools offers teachers a variety of ways to represent and explore mathematical tasks which often extends problem solving approaches based on the use of paper and pencil. We sketch a framework to characterize ways of reasoning that emerge as result of using computational technology to solve a task that involves dealing with variation phenomena.
\itemrv{~}
\itemcc{D50 G40 G70 U70}
\itemut{problem solving; teaching; lesson planning; framework; computer as educational medium; problem posing; student activities; reasoning; teacher role; conjectures; geometry software; phenomena of variation; exploratory learning; discovery learning; area; parallelograms; triangles; differential calculus; computer algebra; loci of points}
\itemli{http://www.math.umt.edu/tmme/vol10no1and2/11-Santos-Camacho\_pp279\_302.pdf}
\end