A New Practice Evolving in Learning Mathematics: Differences in Students' Written Records with CAS [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.

Autor/inn/en	Ball, Lynda; Stacey, Kaye
Titel	A New Practice Evolving in Learning Mathematics: Differences in Students' Written Records with CAS [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.
Quelle	(2004), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Syntax; Graphing Calculators; Algebra; Mathematics Instruction; Computer Uses in Education; Coding + Suchen Sie Ihr Suchwort? Grafischer Taschenrechner; Mathematics lessons; Mathematikunterricht; Computernutzung; Codierung; Programmierung
Abstract	Students who learn mathematics with CAS calculators are likely to develop new practices for doing and recording mathematics. Students discussed in this paper were able to use CAS calculators in examinations, making their own decisions about what to document as written records for solutions to problems. A comparison of some features of written records produced by these students, with an achievement matched random sample of students with only graphics calculators, gives insight into the new practice which is emerging. Students who had learned with CAS wrote generally shorter answers, used more ordinary words and used function notation more frequently but they did not over-use non-standard calculator syntax. [For complete proceedings, see ED489632.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10