What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises. / Carlsen, Louise Meier.

In: Educaçao Matemática Pesquissa , 2019, p. 85-99.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Carlsen, LM 2019, 'What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises', Educaçao Matemática Pesquissa , pp. 85-99. https://doi.org/10.23925/1983-3156.2019v21i4p085-099

APA

Carlsen, L. M. (2019). What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises. Educaçao Matemática Pesquissa , 85-99. https://doi.org/10.23925/1983-3156.2019v21i4p085-099

Vancouver

Carlsen LM. What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises. Educaçao Matemática Pesquissa . 2019;85-99. https://doi.org/10.23925/1983-3156.2019v21i4p085-099

Author

Carlsen, Louise Meier. / What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises. In: Educaçao Matemática Pesquissa . 2019 ; pp. 85-99.

Bibtex

@article{4107e7f8507744b3a4f33f280c93576b,
title = "What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises",
abstract = "We are interested in the potentials and pitfalls of introducing computer algebra systems in lower secondary school, investigating the case of the Faroese Islands. In order to identify what algebraic knowledge is tested in the final written exam in mathematics after the ninth grade, and how this would change if computer algebra systems were allowed at that exam, we analyse all exam exercises from the past 10 years in terms of the techniques required to solve the exercises both with and without symbolic tools. The comparison suggests that fundamental algebraic structures may not be learned if students consistently use computer algebra systems for the tasks given in the exam.",
author = "Carlsen, {Louise Meier}",
year = "2019",
doi = "10.23925/1983-3156.2019v21i4p085-099",
language = "English",
pages = "85--99",
journal = "Educa{\c c}ao Matem{\'a}tica Pesquissa ",
issn = "1983-3156",
publisher = "Programa de Estudos P{\'o}s-Graduados em Educa{\c c}{\~a}o Matem{\'a}tica",

}

RIS

TY - JOUR

T1 - What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises

AU - Carlsen, Louise Meier

PY - 2019

Y1 - 2019

N2 - We are interested in the potentials and pitfalls of introducing computer algebra systems in lower secondary school, investigating the case of the Faroese Islands. In order to identify what algebraic knowledge is tested in the final written exam in mathematics after the ninth grade, and how this would change if computer algebra systems were allowed at that exam, we analyse all exam exercises from the past 10 years in terms of the techniques required to solve the exercises both with and without symbolic tools. The comparison suggests that fundamental algebraic structures may not be learned if students consistently use computer algebra systems for the tasks given in the exam.

AB - We are interested in the potentials and pitfalls of introducing computer algebra systems in lower secondary school, investigating the case of the Faroese Islands. In order to identify what algebraic knowledge is tested in the final written exam in mathematics after the ninth grade, and how this would change if computer algebra systems were allowed at that exam, we analyse all exam exercises from the past 10 years in terms of the techniques required to solve the exercises both with and without symbolic tools. The comparison suggests that fundamental algebraic structures may not be learned if students consistently use computer algebra systems for the tasks given in the exam.

U2 - 10.23925/1983-3156.2019v21i4p085-099

DO - 10.23925/1983-3156.2019v21i4p085-099

M3 - Journal article

SP - 85

EP - 99

JO - Educaçao Matemática Pesquissa

JF - Educaçao Matemática Pesquissa

SN - 1983-3156

ER -

ID: 222245422