id: 06271456
dt: j
an: 2014c.00430
au: Santos-Trigo, Manuel; Camacho Machín, Matías
ti: Framing the use of computational technology in problem solving approaches.
so: Math. Enthus. 10, No. 1-2, 279-302 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D50 G40 G70 U70
ut: 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
ci:
li: http://www.math.umt.edu/tmme/vol10no1and2/11-Santos-Camacho_pp279_302.pdf
ab: 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.
rv: