What happens when CAS procedures are objectified?—the case of “solve” and “desolve”
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What happens when CAS procedures are objectified?—the case of “solve” and “desolve”. / Jankvist, Uffe Thomas; Misfeldt, Morten; Aguilar, Mario Sánchez.
In: Educational Studies in Mathematics, Vol. 101, No. 1, 01.05.2019, p. 67-81.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - What happens when CAS procedures are objectified?—the case of “solve” and “desolve”
AU - Jankvist, Uffe Thomas
AU - Misfeldt, Morten
AU - Aguilar, Mario Sánchez
PY - 2019/5/1
Y1 - 2019/5/1
N2 - Inspired by the entering of computer algebra systems (CAS) in the Danish upper secondary school mathematics program, this article addresses, from a theoretical stance, what may happen when traditional procedures are outsourced to CAS. Looking at the commands “solve” and “desolve,” it is asked what happens when such CAS procedures are objectified in the students’ minds, and what the nature might be of the resulting “objects.” The theoretical analyses draw on a selection of classical mathematics education frameworks on conceptualization and are related to the research literature on technology in mathematics education. The article suggests the following characteristics as elements of negative effects: loss of distinctive features of concept formation, a consequential reclassification of mathematical objects, instability of CAS solutions as objects, and prevailing a posteriori reasoning on students’ behalf when relying solely on CAS in their mathematical work.
AB - Inspired by the entering of computer algebra systems (CAS) in the Danish upper secondary school mathematics program, this article addresses, from a theoretical stance, what may happen when traditional procedures are outsourced to CAS. Looking at the commands “solve” and “desolve,” it is asked what happens when such CAS procedures are objectified in the students’ minds, and what the nature might be of the resulting “objects.” The theoretical analyses draw on a selection of classical mathematics education frameworks on conceptualization and are related to the research literature on technology in mathematics education. The article suggests the following characteristics as elements of negative effects: loss of distinctive features of concept formation, a consequential reclassification of mathematical objects, instability of CAS solutions as objects, and prevailing a posteriori reasoning on students’ behalf when relying solely on CAS in their mathematical work.
KW - APOS
KW - CAS
KW - Conceptualization
KW - Desolve
KW - Pseudo-objects
KW - Solve
U2 - 10.1007/s10649-019-09888-5
DO - 10.1007/s10649-019-09888-5
M3 - Journal article
VL - 101
SP - 67
EP - 81
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
IS - 1
ER -
ID: 228082824