Abstract
Thanks to the work of mathematicians, software designers and mathematics educators, computer algebra is now available on calculators that students can afford for classroom use. These new artifacts certainly open up stimulating prospects, but we should not look on them just as a miraculous solution to difficulties of teaching. We ought to initiate an in-depth reflection on their educational use in relation to the wider evolution of mathematics.
In this chapter, we will discuss how the new tools offered to students fit into the evolution of mathematics itself, and of mathematics teaching and learning. We will also consider difficulties in adapting teaching which often make integrating these new tools something of an adventure.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aharoni D. (2000) What you see is what you get-the influence of visualization on the perception of data structures, Proceedings of PME 24 (Vol. 2, pp. 1–8). Hiroshima: University.
Berry J., Graham T. & Watkins A. (1994) Integrating the DERIVE program into the teaching of Mathematics, The International DERIVE Journal 1(1), 83–96.
Borwein J., Borwein P., Girgensohn R. & Parnes S. (1996) Making sense of Experimental Mathematics, The Mathematical Intelligencer 18(4), 12–17.
Chapiron G., Mante M., Mulet, R. & Perotin C. (1999) Mathématiques, Collection Triangle. Paris: Hatier.
Chevallard Y. (1985) La transposition didactique. Grenoble: La Pensée Sauvage éditions.
Dijkstra E.W. (1976) A discipline of programming. Upper Saddle River: Prentice Hall.
Guin D. & Delgoulet J. (1997) Etude des modes d’appropriation de calculatrices graphiques et symboliques dans une classe de Seconde. Montpellier: IREM, Université Montpellier II.
Kahane J. (2002) L’enseignement des sciences mathématiques, Centre National de Documentation Pédagogique. Paris: Odile Jacob.
Kutzler B. (1997) With the TI-92 Towards Computer Age Maths Teaching, International Journal of Computer Algebra in Mathematics Education 4(1), 7–32.
Lagrange J.B. (2000) L’intégration d’instruments informatiques dans l’enseignement: une approche par les techniques, Educational Studies in Mathematics 43(1), 1–30.
Pérez Fernández J. (1998) Los systemas de cálculo simbólico en la enseñanza de las matemáticas, in Hodgson et al (Eds.), Selected lectures 8th International Congress on Mathematical Education (pp. 345–368). SAEM THALES.
Pozzi S. (1994) Algebraic Reasoning and CAS: Freeing Students from Syntax? In H. Heugl & B. Kutzler (Eds.), DERIVE in Education (pp. 171–188). Bromley: Chartwell-Bratt.
Rogalski J. & Samurcay R. (1990) Acquisition of Programming Knowledge and Skills, in J.M. Hoc, T.R.G. Green, R. Samurçay & D.J. Gilmore (Eds.), Psychology of Programming (pp. 157–170). London: Academic Press.
Rouiller F. & Roy M.F (2001) Calculer avec des inégalités. Introduction aux algorithmes de la géométrie algébrique réelle, in J.B. Lagrange, D. Lenne (Eds.), Calcul formel et apprentissage des mathématiques (pp. 35–47). Paris: INRP.
Ruthven K. (2002) Instrumenting mathematical activity: Reflections on key studies of the Educational use of computer algebra systems, International Journal of Computers for Mathematical Learning 7, 275–291.
Wain G. (1994) Some Technical Problems in the Use of DERIVE with School Pupils, International DERIVE Journal 1(1), 49–56.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Lagrange, JB. (2005). Transposing Computer Tools from the Mathematical Sciences into Teaching. In: Guin, D., Ruthven, K., Trouche, L. (eds) The Didactical Challenge of Symbolic Calculators. Mathematics Education Library, vol 36. Springer, Boston, MA. https://doi.org/10.1007/0-387-23435-7_4
Download citation
DOI: https://doi.org/10.1007/0-387-23435-7_4
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-23158-7
Online ISBN: 978-0-387-23435-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)