000 04085nam a22005415i 4500
001 978-0-387-23435-9
003 DE-He213
005 20161121230616.0
007 cr nn 008mamaa
008 100301s2005 xxu| s |||| 0|eng d
020 _a9780387234359
_9978-0-387-23435-9
024 7 _a10.1007/b101602
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
245 1 4 _aThe Didactical Challenge of Symbolic Calculators
_h[electronic resource] :
_bTurning a Computational Device into a Mathematical Instrument /
_cedited by Dominique Guin, Kenneth Ruthven, Luc Trouche.
264 1 _aBoston, MA :
_bSpringer US,
_c2005.
300 _aVII, 308 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v36
505 0 _aCalculators in Mathematics Education: A Rapid Evolution of Tools, with Differential Effects -- A Cas as an Assistant to Reasoned Instrumentation -- Transposing Computer Tools from the Mathematical Sciences into Teaching -- The Influence of a Computer Algebra Environment on Teachers’ Practice -- Using Symbolic Calculators to Study Mathematics -- An Instrumental Approach to Mathematics Learning in Symbolic Calculator Environments -- Computer Algebra as an Instrument: Examples of Algebraic Schemes -- Instrumental Genesis, Individual and Social Aspects -- The Integration of Symbolic Calculators into Secondary Education: Some Lessons from Didactical Engineering -- Conclusion.
520 _aWhile 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 text offers the first English-language exposition of how an innovative synthesis of the theories of instrumentation and didactics can be used to illuminate the complexities of technology integration. It offers important guidance for policy and practice through its analysis of the central role of the teacher and its identification of key principles for effective didactical design and management. These distinctive features make this book essential reading for researchers, teacher educators, and graduate students in mathematics education and technology in education, as well as for teachers of mathematics at upper-secondary and university levels. This is a revised, English-language edition of D. Guin & L. Trouche (Eds.) (2002) Calculatrices symboliques. Transformer un outil en un instrument de travail mathématique: un problème didactique (Editions La Pensée Sauvage, Grenoble).
650 0 _aEducation.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation
_xCurricula.
650 0 _aEducational technology.
650 0 _aMathematics
_xStudy and teaching.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aEducational Technology.
650 2 4 _aLearning & Instruction.
650 2 4 _aCurriculum Studies.
700 1 _aGuin, Dominique.
_eeditor.
700 1 _aRuthven, Kenneth.
_eeditor.
700 1 _aTrouche, Luc.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387231587
830 0 _aMathematics Education Library ;
_v36
856 4 0 _uhttp://dx.doi.org/10.1007/b101602
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501320
_d501320