id: 06467641
dt: j
an: 2015e.00737
au: Lagrange, Jean-Baptiste
ti: A functional perspective on the teaching of algebra: current challenges and
the contribution of technology.
so: Int. J. Technol. Math. Educ. 21, No. 1, 3-10 (2014).
py: 2014
pu: Research Information Ltd, Burnham, Bucks
la: EN
cc: I23 I24 U73 U74 M53 M54
ut: algebra; use of technology; mathematical concepts; functions; dynamic
geometry software; modeling; symbolism
ci:
li: http://www.researchinformation.co.uk/timearch/2014-01/pageflip.html
ab: Summary: From the early nineties, most reformed curricula at upper
secondary level choose to give functions a major position and a
priority over rational expressions and equations of traditional
algebra. The goal of this paper is to introduce key challenges
resulting from this choice and to discuss the contribution that
software environments associating dynamic geometry and algebra can
bring to the teaching learning of functions. Two examples of situations
based on the use of the CasyopĂ©e environment are proposed. They
illustrate how educational design can handle key questions:
experiencing co-variation and using references to bodily activity is
crucial for studentsâ€™ understanding of functions, making sense of the
independent variable is a major difficulty that needs to be addressed
by special situations, and understanding the structure of the algebraic
formula in a function is critical.
rv: