The Didactical Challenge of Symbolic Calculators (Paperback)

Dominique Guin

ISBN 10: 1441935827 / ISBN 13: 9781441935823

Verlag: Springer-Verlag New York Inc., New York, NY, 2010

Beschreibung

Paperback. While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the ways in which these are shaped at different levels of the educational institution. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Bestandsnummer des Verkäufers 9781441935823

Bibliografische Details

• Titel: The Didactical Challenge of Symbolic Calculators (Paperback)
• Verlag: Springer-Verlag New York Inc., New York, NY
• Erscheinungsjahr: 2010
• Sprache: Englisch
• ISBN-10: 1441935827
• ISBN-13: 9781441935823
• Einband: Paperback
• Auflage: 1. Auflage
• Zustand: new

Über diesen Titel

Inhaltsangabe

Acknowledgments.- Introduction, Dominique Guin, Kenneth Ruthven and Luc Trouche.- Calculators in mathematics education: a rapid evolution of tools, with differential effects, Luc Trouche.- A CAS as an assistant to reasoned instrumentation, Philippe Elbaz-Vincent.- Transposing computer tools from the mathematical sciences into teaching, Jean-Baptiste Lagrange.- The influence of a computer algebra environment on teachers’ practice, Margaret Kendal, Kaye Stacey and Robyn Pierce.- Using symbolic calculators to study mathematics, Jean-Baptiste Lagrange.- An instrumental approach to mathematics learning in symbolic calculators environments, Luc Trouche.- Computer algebra as an instrument: examples of algebraic schemes, Paul Drijvers and Koeno Gravemeijer.- Instrumental genesis, individual and social aspects, Luc Trouche.- The integration of symbolic calculators into secondary education: some lessons from didactical engineering, Michèle Artigue.- Conclusion, Dominique Guin, Kenneth Ruthven and Luc Trouche.-Index.

Von der hinteren Coverseite

While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the ways in which these are shaped at different levels of the educational institution.

This text offers the first English-language exposition of how an innovative synthesis of the theories of instrumentation and didactics can be used to illuminate the complexities of technology integration. It offers important guidance for policy and practice through its analysis of the central role of the teacher and its identification of key principles for effective didactical design and management. These distinctive features make this book essential reading for researchers, teacher educators, and graduate students in mathematics education and technology in education, as well as for teachers of mathematics at upper-secondary and university levels.

This is a revised, English-language edition of D. Guin & L. Trouche (Eds.) (2002) Calculatrices symboliques. Transformer un outil en un instrument de travail mathématique: un problème didactique (Editions La Pensée Sauvage, Grenoble).