id: 06597686
dt: j
an: 2016d.00960
au: López García, Jeanett; Jiménez Zamudio, Jorge Javier
ti: From calculus to dynamical systems through DGS and CAS.
so: Int. J. Technol. Math. Educ. 22, No. 2, 65-70 (2015).
py: 2015
pu: Research Information Ltd, Burnham, Bucks
la: EN
cc: U70 I10
ut: use of technology; dynamic geometry software; computer algebra system;
calculus; variational thinking
ci:
li: http://www.researchinformation.co.uk/time/contents/timecont.php
ab: Summary: Several factors have motivated the use of CAS or DGS in the
teaching-learning process, such as: the development of new
technologies, the availability of computers, and the widespread use of
the Internet, among others. Even more, the trend to include CAS and DGS
in the curricula of some undergraduate studies has resulted in the
instruction of the software that must be used in the teaching process.
The purpose of this paper is to explore the possibilities of the use of
CAS and DGS in higher education. We propose a new approach presenting
four possible uses in and out of the classroom, in order to encourage
teachers and students to use them in some topics related to variational
thinking: (i) to assist in the mathematical reasoning to identify
mathematical expressions; (ii) as an aid to understand concepts; (iii)
as a didactic resource for self-learning; and (iv) as a facilitator for
the recognition of data from 3D drawings. Based on Piaget’s and
Bruner’s cognitive theories, we suggest the use of apps which could
be employed to improve the comprehension of selected mathematical
topics, to allow students to acquire the mathematical competencies to
better understand the concepts involved in them, as well as to promote
the development of variational thinking.
rv: