@inbook {MATHEDUC.02312428,
    author       = {Heid, M.K.},
    title        = {The interplay of mathematical understandings, facility with a computer algebra program, and the learning of mathematics in a technologically rich mathematics classroom.},
    year         = {1995},
    booktitle    = {17. annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA XVII). Proceedings. Vol. 2},
    pages        = {221-225},
    publisher    = {,},
    abstract     = {As teachers begin to implement mathematics curricula that capitalize fully on computing technology and that are focused on concepts and applications instead of on execution of byhand symbolic manipulation routines, their well-established routines of thinking about mathematics and its teaching no longer apply in seamless fashion. This case study, a part of which is reported here, examines the ways that an experienced teacher who participated in CIME, a four-week program on the teaching and learning of mathematics in technology-intensive environments, confronted some of the mathematical issues inherent in technology-intensive mathematics. This report gives some insight into one teacher's understanding of functions, independent variables, and parameters, and the ways that this understanding interacts with her use of the new computing tools. (orig.)},
    msc2010      = {C79xx},
    identifier   = {1999c.01497},
}