What happens when CAS procedures are objectified?—the case of “solve” and “desolve”

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Standard

What happens when CAS procedures are objectified?—the case of “solve” and “desolve”. / Jankvist, Uffe Thomas; Misfeldt, Morten; Aguilar, Mario Sánchez.

I: Educational Studies in Mathematics, Bind 101, Nr. 1, 01.05.2019, s. 67-81.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Jankvist, UT, Misfeldt, M & Aguilar, MS 2019, 'What happens when CAS procedures are objectified?—the case of “solve” and “desolve”', Educational Studies in Mathematics, bind 101, nr. 1, s. 67-81. https://doi.org/10.1007/s10649-019-09888-5

APA

Jankvist, U. T., Misfeldt, M., & Aguilar, M. S. (2019). What happens when CAS procedures are objectified?—the case of “solve” and “desolve”. Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5

Vancouver

Jankvist UT, Misfeldt M, Aguilar MS. What happens when CAS procedures are objectified?—the case of “solve” and “desolve”. Educational Studies in Mathematics. 2019 maj 1;101(1):67-81. https://doi.org/10.1007/s10649-019-09888-5

Author

Jankvist, Uffe Thomas ; Misfeldt, Morten ; Aguilar, Mario Sánchez. / What happens when CAS procedures are objectified?—the case of “solve” and “desolve”. I: Educational Studies in Mathematics. 2019 ; Bind 101, Nr. 1. s. 67-81.

Bibtex

@article{3b7dc587e0e34999a3ac0c2287bc5c0f,
title = "What happens when CAS procedures are objectified?—the case of “solve” and “desolve”",
abstract = "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{\textquoteright} 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{\textquoteright} behalf when relying solely on CAS in their mathematical work.",
keywords = "APOS, CAS, Conceptualization, Desolve, Pseudo-objects, Solve",
author = "Jankvist, {Uffe Thomas} and Morten Misfeldt and Aguilar, {Mario S{\'a}nchez}",
year = "2019",
month = may,
day = "1",
doi = "10.1007/s10649-019-09888-5",
language = "English",
volume = "101",
pages = "67--81",
journal = "Educational Studies in Mathematics",
issn = "0013-1954",
publisher = "Springer",
number = "1",

}

RIS

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