id: 06418721
dt: j
an: 2015b.00931
au: Davis, Jon D.; Fonger, Nicole L.
ti: An analytical framework for categorizing the use of CAS symbolic
manipulation in textbooks.
so: Educ. Stud. Math. 88, No. 2, 239-258 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: U23 U24 U72 U73
ut: computer algebra systems; symbolic manipulation; textbooks; analytical
framework; reform
ci:
li: doi:10.1007/s10649-014-9581-z
ab: Summary: The symbolic manipulation capabilities of computer algebra
systems, which we refer to as CAS-S, are now becoming instantiated
within secondary mathematics textbooks in the United States for the
first time. While a number of research studies have examined how
teachers use this technology in their classrooms, one of the most
important factors in how this technology is used in the classroom is
how it is embedded within curricular resources such as textbooks. This
study introduces readers to an analytical framework for examining CAS-S
within textbooks and presents the results of its application to three
secondary U.S. mathematics textbook units involving polynomial
functions. The framework consists of two components: application of
CAS-S and reflection on CAS-S uses. The analyses identified differences
among the three textbook units in pedagogical intent and task
connectedness involving CAS-S. The majority of CAS-S tasks were coded
as involving low procedural complexity and there were few instances in
which the technology was used in the construction of proofs. Textbook
developers asked students to reflect on the visible CAS-S result as
opposed to the invisible process leading to those results. The
implications of these results as well as the potential transformative
role of CAS-S are discussed.
rv: