Students' Relationship to Technology and Conceptions of Mathematics while Learning in a Computer Algebra System Environment

Autor/in	Meagher, Michael
Titel	Students' Relationship to Technology and Conceptions of Mathematics while Learning in a Computer Algebra System Environment
Quelle	In: International Journal for Technology in Mathematics Education, 19 (2012) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Student Attitudes; Educational Technology; Calculus; Algebra; Barriers; Computer Software; Computer Assisted Instruction; Mathematics Instruction; Mathematical Concepts; College Mathematics; Instructional Effectiveness; Interviews; Case Studies; Observation; Audiovisual Aids; College Students; Video Technology + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtsmedien; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Beobachtung; Audiovisuelles Medium; Collegestudent
Abstract	The research presented here is a group case study of students learning calculus in a Computer Algebra System (CAS) environment which examines the following research questions: What are students' perceptions of the role of technology in their learning? What is the students' relationship to CAS? What is the effect of learning in a CAS environment on students' conceptions of mathematics, as a subject? The primary data for the study consists of audio and video tapes of a group of students in a college course learning calculus using CAS software. This data was supplemented by interviews with the students as well as analysis of the students' homework and tests. Analysis of the data via the Didactic Triangle provides a lens through which to view the place of technology in the CAS classroom and through which to view the journey of each student during the course. The evidence of the study shows the importance of understanding the relationship students have to CAS in the mathematics classroom since it can act as an inhibitor of student work as well as an enhancement as it challenges them in profound ways with regard to their beliefs and attitudes about mathematics. (Contains 9 figures.) (As Provided).
Anmerkungen	Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: http://www.researchinformation.co.uk/time.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10