id: 05576970
dt: a
an: 2012f.00481
au: Bradford, Russell; Davenport, James H.; Sangwin, Christopher J.
ti: A comparison of equality in computer algebra and correctness in
mathematical pedagogy.
so: Carette, Jacques (ed.) et al., Intelligent computer mathematics. 16th
symposium, Calculemus 2009, 8th international conference, MKM 2009,
held as part of CICM 2009, Grand Bend, Canada, July 6‒12, 2009.
Proceedings. Berlin: Springer (ISBN 978-3-642-02613-3/pbk). Lecture
Notes in Computer Science 5625. Lecture Notes in Artificial
Intelligence, 75-89 (2009).
py: 2009
pu: Berlin: Springer
la: EN
cc: D60 U50
ut: computer aided assessment
ci:
li: doi:10.1007/978-3-642-02614-0_11
ab: Summary: How do we recognize when an answer is “right”? This is a
question that has bedevilled the use of computer systems in mathematics
(as opposed to arithmetic) ever since their introduction. A computer
system can certainly say that some answers are definitely wrong, in the
sense that they are provably not an answer to the question posed.
However, an answer can be mathematically right without being
pedagogically right. Here we explore the differences and show that,
despite the apparent distinction, it is possible to make many of the
differences amenable to formal treatment, by asking “under which
congruence is the pupil’s answer equal to the teacher’s?”.
rv: