Skip to Main content Skip to Navigation
Book sections

Using Symbolic Calculators to Study Mathematics.: The case of tasks and techniques

Abstract : Key words: This chapter will consider in more depth the possible contribution of technology-especially CAS-to the study of mathematical domains. Using a theoretical approach to treat examples of classroom activities, we will show how a didactical reflection can help to understand this contribution. A variety of new techniques will be presented and related to paper-and-pencil techniques. Examining the pragmatic and epistemic value of both types of technique will help to make sense of classroom situations. It will also help to clarify the situation of teachers wanting to integrate new tools. Consideration of other approaches will show that educators emphasize the use of computer algebra to promote 'conceptual' mathematics. Nevertheless, they cannot ignore instrumented techniques when considering the real potentialities of new tools and the conditions for their integration.
Document type :
Book sections
Complete list of metadatas

Cited literature [17 references]  Display  Hide  Download

https://hal.archives-ouvertes.fr/hal-02379891
Contributor : Jean-Baptiste Lagrange <>
Submitted on : Thursday, November 28, 2019 - 11:43:09 AM
Last modification on : Friday, November 29, 2019 - 2:33:46 AM
Long-term archiving on: : Saturday, February 29, 2020 - 12:41:26 PM

File

Chapter5_editv4.pdf
Files produced by the author(s)

Identifiers

Collections

Citation

Jean-Baptiste Lagrange. Using Symbolic Calculators to Study Mathematics.: The case of tasks and techniques. The Didactical Challenge of Symbolic Calculators Turning a Computational Device into a Mathematical Instrument, 36, Springer-Verlag, 2005, Mathematics Education Library, ⟨10.1007/b101602⟩. ⟨hal-02379891⟩

Share

Metrics

Record views

90

Files downloads

148