By Dominique Guin, Kenneth Ruthven, Luc Trouche
Whereas computational applied sciences are reworking the pro perform of arithmetic, as but they've got had little impression on university arithmetic. This pioneering textual content develops a theorized research of why this is often and what will be performed to handle it. It examines the actual case of symbolic calculators (equipped with machine algebra structures) in secondary schooling. Drawing on a considerable application of French innovation and examine, in addition to heavily similar reports from Australia and the Netherlands, it offers wealthy illustrations of the numerous elements of know-how integration, and of the ways that those are formed at diversified degrees of the academic institution.
This pioneering textual content develops a theorized research of why this can be and what should be performed to deal with it. It examines the actual case of symbolic calculators (equipped with desktop algebra platforms) in secondary schooling.
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Extra resources for The Didactical Challenge of Symbolic Calculators
It is interesting to notice the evolution of the discourse employed by manufacturers: when graphic calculators first appeared‚ the approach was enthusiastic and naïve. In a discourse aimed at students‚ the idea was that the tool‚ which is easy to pick up‚ allows computation to be facilitated and learning difficulties to be solved; on the other hand‚ a discourse aimed at teachers emphasized the potentialities of the tool to capture students’ attention‚ to represent curves‚ to make the class lively and efficient.
For example‚ the CBL (Calculator-Based Laboratory) of Texas Instruments‚ allowing (according to TI) real world data to be collected‚ thus the world of math and science to be explored by students. 4. One can understand the success of graphic calculators: when they first appeared‚ these machines were named programmable graphic calculators. Very quickly they were named only as graphic calculators‚ because the main functionality for users was to represent curves. 5. ICT: Information and Communication Technologies.
For instance, infolevel [all] :=5; will print the maximum of detail during the running of the procedure and this is a valuable tool for the teacher. For further information, see Kofler (1997: Chapters 28 to 30). 3 Representation of an object in a CAS As aforementioned‚ we will illustrate this topic with MAPLE‚ but basically most CAS use similar features. In order to compare two expressions‚ we will need some normalization procedures‚ particularly in the difficult case where we want to know if a given expression is zero or not.