Teaching with CAS in a time of transition

- Kendal, Margaret, Stacey, Kaye, Pierce, Robyn

Title
Teaching with CAS in a time of transition
Creator
Kendal, Margaret; Stacey, Kaye; Pierce, Robyn
Date
2002
Type
Text; Journal article
Identifier
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/56498
Identifier
vital:473
Identifier
https://core.ac.uk/download/pdf/213012762.pdf
Identifier
ISSN:1362-7368
Abstract
Integrating a powerful instrument such as CAS into teaching and learning mathematics requires changes to many aspects of the classroom, which teachers will make from the base of their prior teaching styles and their beliefs about mathematics and how it should be taught. The paper describes the different ways in which two pioneering Australian teachers adapted their teaching to use CAS. One teacher used CAS with the primary goal of increasing understanding but restricted students’ use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasising timesaving routines by hand and with CAS. Through these case studies we comment on the following issues related to teaching with CAS: different ways of organising the classroom, variety in approaches to teaching the use of CAS, the increased range of methods for solving problems and for teaching, the contrast between using of graphics calculators and CAS, the challenge of finding the place of by-hand skills and CAS use, and the curriculum and assessment changes required in schools.; C1
Publisher
UK Research Information Ltd
Relation
International Journal of Computer Algebra in Mathematics Education Vol. 9, no. 2 (2002), p. 113-128
Rights
Open Access
Rights
Copyright Research Information Ltd
Rights
This metadata is freely available under a CCO license
Subject
0101 Pure Mathematics; CAS; Mathematics
Full Text
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