TY - CHAP
T1 - Computer Algebra System and Dynamic Geometry for Mathematical Thinking
AU - Villa Ochoa, Jhony Alexander
AU - Suárez-Téllez, Liliana
A2 - de Carvalho-Borba, Marcelo
A2 - Engelbrecht, Johann
A2 - Rodrigues da Silva, Ricardo Scucuglia
N1 - Villa-Ochoa J.A., Suárez-Téllez L. (2021) Computer Algebra Systems and Dynamic Geometry for Mathematical Thinking. In: Danesi M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-44982-7_36-1
PY - 2021/11/18
Y1 - 2021/11/18
N2 - For more than three decades, the use of Computer Algebra Systems (CAS) and Dynamic Geometry Environments (DGE) has introduced new possibilities in Mathematics Education. Ontological, epistemic, educational, and social perspectives, and their theoretical and empirical approaches, have described the cognitive processes that students go through when faced with the use of these technologies. Given the diversity of the knowledge that has been generated through international research, there is a need to systematize it to understand the different roles of these technologies in Mathematics Education and their effects on mathematics learning. In this chapter we review the literature produced in the last eight years on CAS and DGE. We focus on identifying the contributions of these technologies in the development of mathematical processes such as mathematical modeling and reasoning and in the learning of geometry, algebra, and calculus. Within each topic, we identify relevant research and provide feedback on their contributions. We end the chapter with comments on those contributions and raise issues for discussion and future directions of research.
AB - For more than three decades, the use of Computer Algebra Systems (CAS) and Dynamic Geometry Environments (DGE) has introduced new possibilities in Mathematics Education. Ontological, epistemic, educational, and social perspectives, and their theoretical and empirical approaches, have described the cognitive processes that students go through when faced with the use of these technologies. Given the diversity of the knowledge that has been generated through international research, there is a need to systematize it to understand the different roles of these technologies in Mathematics Education and their effects on mathematics learning. In this chapter we review the literature produced in the last eight years on CAS and DGE. We focus on identifying the contributions of these technologies in the development of mathematical processes such as mathematical modeling and reasoning and in the learning of geometry, algebra, and calculus. Within each topic, we identify relevant research and provide feedback on their contributions. We end the chapter with comments on those contributions and raise issues for discussion and future directions of research.
KW - Cognition
KW - mathematical thinking
KW - mathematical process
KW - computer algebra system (CAS)
KW - dynamic geometry environment (DGE)
KW - dynamic environment system (DGS)
U2 - https://doi.org/10.1007/978-3-030-44982-7
DO - https://doi.org/10.1007/978-3-030-44982-7
M3 - Chapter
BT - Handbook of Cognitive Mathematics
PB - Springer
ER -