The Didactical Challenge of Symbolic Calculators

1. Front Matter

   Pages i-ix

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2. Introduction

   • Dominique Guin, Kenneth Ruthven, Luc Trouche

   Pages 1-8

3. Calculators in Mathematics Education: A Rapid Evolution of Tools, with Differential Effects

   • Luc Trouche

   Pages 9-39

4. A Cas as an Assistant to Reasoned Instrumentation

   • Philippe Elbaz-Vincent

   Pages 41-65

5. Transposing Computer Tools from the Mathematical Sciences into Teaching

   • Jean-Baptiste Lagrange

   Pages 67-82

6. The Influence of a Computer Algebra Environment on Teachers’ Practice

   • Margaret Kendal, Kaye Stacey, Robyn Pierce

   Pages 83-112

7. Using Symbolic Calculators to Study Mathematics

   • Jean-Baptiste Lagrange

   Pages 113-135

8. An Instrumental Approach to Mathematics Learning in Symbolic Calculator Environments

   • Luc Trouche

   Pages 137-162

9. Computer Algebra as an Instrument: Examples of Algebraic Schemes

   • Paul Drijvers, Koeno Gravemeijer

   Pages 163-196

10. Instrumental Genesis, Individual and Social Aspects

    • Luc Trouche

    Pages 197-230

11. The Integration of Symbolic Calculators into Secondary Education: Some Lessons from Didactical Engineering

    • Michèle Artigue

    Pages 231-294

12. Conclusion

    • Dominique Guin, Kenneth Ruthven, Luc Trouche

    Pages 295-304

13. Back Matter

    Pages 305-308

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A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years.

• Computer
• Evolution
• Innovation
• Institution
• Integration
• algebra
• education
• environment
• learning
• mathematics
• mathematics education
• learning and instruction

• Université Montpellier II, France

  Dominique Guin, Luc Trouche

• University of Cambridge, UK

  Kenneth Ruthven

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