| The Didactical Challenge of Symbolic Calculators: Turning a Computational Device Into a Mathematical Instrument 2005 Edition Contributor(s): Guin, Dominique (Editor), Ruthven, Kenneth (Editor), Trouche, Luc (Editor) |
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ISBN: 0387231587 ISBN-13: 9780387231587 Publisher: Springer OUR PRICE: $161.49 Product Type: Hardcover - Other Formats Published: October 2004 Annotation: 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. |
| Additional Information |
| BISAC Categories: - Mathematics | Study & Teaching - Education | Curricula - Social Science |
| Dewey: 510.712 |
| LCCN: 2004058996 |
| Series: Mathematics Education Library |
| Physical Information: 0.75" H x 6.14" W x 9.21" (1.39 lbs) 308 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. 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. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years. |