Return to search

An exploration of algebraic insight and effective use of computer algebra systems

At a time of transition, when the increasing availability and affordability of Computer Algebra Systems (CAS) presents mathematics educators with new challenges, this thesis explores two facets of students’ abilities and understanding that impact on the use of CAS in teaching and learning mathematics. In this thesis, these are called ‘Algebraic Insight’ and ‘Effective Use of CAS’. A framework is presented and described for each construct and then the frameworks are explored within the context of a course in introductory calculus, taught by the researcher to a class of 21 undergraduate tertiary students. Algebraic Insight is the subset of Symbol Sense required when using CAS for the mathematical solution phase of problem solving. The framework breaks Algebraic Insight into two aspects: ability to Link Representations (symbolic, numeric, graphical); and Algebraic Expectation, the cognitive skill required to monitor symbolic work (comparable to arithmetic estimation for monitoring numeric work). The framework of Effective Use of CAS is also divided into two aspects: Technical, using syntax and program features; and Personal, the willingness to use CAS in a judicious manner.

Identiferoai:union.ndltd.org:ADTP/245060
CreatorsPierce, Robyn Una
Source SetsAustraliasian Digital Theses Program
LanguageEnglish
Detected LanguageEnglish
RightsTerms and Conditions: Copyright in works deposited in the University of Melbourne Eprints Repository (UMER) is retained by the copyright owner. The work may not be altered without permission from the copyright owner. Readers may only, download, print, and save electronic copies of whole works for their own personal non-commercial use. Any use that exceeds these limits requires permission from the copyright owner. Attribution is essential when quoting or paraphrasing from these works., Open Access

Page generated in 0.0016 seconds