id: 02312428
dt: a
an: 1999c.01497
au: Heid, M.K.
ti: The interplay of mathematical understandings, facility with a computer
algebra program, and the learning of mathematics in a technologically
rich mathematics classroom.
so: Owens, D.T. et al., 17. annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education (PME-NA
XVII). Proceedings. Vol. 2. ,. 221-225 (1995).
py: 1995
pu: ,
la: EN
cc: C79
ut:
ci:
li:
ab: 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 teacherâ€™s understanding of functions, independent variables, and
parameters, and the ways that this understanding interacts with her use
of the new computing tools. (orig.)
rv: