CAS-Induced Difficulties in Learning Mathematics?

Autor/inn/en	Jankvist, Uffe Thomas; Misfeldt, Morten
Titel	CAS-Induced Difficulties in Learning Mathematics?
Quelle	In: For the Learning of Mathematics, 35 (2015) 1, S.15-20 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Algebra; Computer Uses in Education; Secondary School Mathematics; Concept Formation; Difficulty Level; Models; Learning Strategies + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computernutzung; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	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 non-reified concepts lead to what we describe as CAS-instrumental understanding, and hence CAS-induced difficulties in learning mathematics. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01