- Title
- Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation
- Creator
- Pierce, Robyn; Stacey, Kaye
- Date
- 2004
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/54256
- Identifier
- vital:710
- Identifier
- ISSN:1744-2710
- Abstract
- The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.; C1
- Publisher
- Hertfordshire, England, UK Research Information Limited
- Relation
- The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11
- Rights
- Open Access
- Rights
- Copyright Research Information Limited
- Rights
- This metadata is freely available under a CCO license
- Subject
- 1302 Curriculum and Pedagogy; CAS; Computer Algebra Systems
- Full Text
- Reviewed
- Hits: 960
- Visitors: 1085
- Downloads: 118
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Published version | 178 KB | Adobe Acrobat PDF | View Details Download |