
05576970
a
2012f.00481
Bradford, Russell
Davenport, James H.
Sangwin, Christopher J.
A comparison of equality in computer algebra and correctness in mathematical pedagogy.
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 612, 2009. Proceedings. Berlin: Springer (ISBN 9783642026133/pbk). Lecture Notes in Computer Science 5625. Lecture Notes in Artificial Intelligence, 7589 (2009).
2009
Berlin: Springer
EN
D60
U50
computer aided assessment
doi:10.1007/9783642026140_11
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?''.