
06514428
j
2016a.00416
Jankvist, Uffe Thomas
Misfeldt, Morten
CASinduced difficulties in learning mathematics?
Learn. Math. 35, No. 1, 1520 (2015).
2015
FLM Publishing Association, c/o University of New Brunswick, Faculty of Education, Fredericton, NB; Canadian mathematics education study group  CMESG (Groupe Canadien d'\'etude en didactique des math\'ematiques  GCEDM), [s. l.]
EN
D70
U70
computer algebra systems
concept formation
difficulty level
difficulties
learning strategies
use of computers
http://flmjournal.org/index.php?do=details&lang=en&vol=35&num=1&pages=1520&ArtID=1045
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 nonreified concepts lead to what we describe as CASinstrumental understanding, and hence CASinduced difficulties in learning mathematics.