id: 06514428
dt: j
an: 2016a.00416
au: Jankvist, Uffe Thomas; Misfeldt, Morten
ti: CAS-induced difficulties in learning mathematics?
so: Learn. Math. 35, No. 1, 15-20 (2015).
py: 2015
pu: FLM Publishing Association, c/o University of New Brunswick, Faculty of
Education, Fredericton, NB; Canadian mathematics education study group
- CMESG (Groupe Canadien d’étude en didactique des mathématiques -
GCEDM), [s. l.]
la: EN
cc: D70 U70
ut: computer algebra systems; concept formation; difficulty level;
difficulties; learning strategies; use of computers
ci:
li: http://flm-journal.org/index.php?do=details&lang=en&vol=35&num=1&pages=15-20&ArtID=1045
ab: Summary: In recent years computer algebra systems (CAS) have become an
integrated part of the upper secondary school mathematics program.
Despite the many positive possibilities of CAS, there also seems to be
a flip side of the coin in relation to actual difficulties in learning
mathematics, not least because a strong dependence on CAS for
mathematical processes can challenge mathematical concept formation.
Using selected classical mathematics education frameworks we search for
an explanatory model of phenomena observed by teachers. It is concluded
that pragmatic solution strategies and non-reified concepts lead to
what we describe as CAS-instrumental understanding, and hence
CAS-induced difficulties in learning mathematics.
rv: