Connecting Research to Teaching: Reasoning and Justification, with Examples from Technological Environments

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  • 1 Pennsylvania State University, University Park, PA 16803
  • 2 North Carolina State University, Raleigh, NC 27695
  • 3 Mansfield University of Pennsylvania, Mansfield, PA 16933

This article describes the successful use of a computer algebra system (CAS) by Kevin, a seventh-grade student, as he worked on a problem involving functions far more difficult than the functions that he encountered in his mathematics class. CAS clearly supported Kevin's reasoning but did not provide the solution. What place does this powerful technology have in our classrooms? For classroomtested CAS uses and for thought-provoking articles about CAS experiences, watch for the November 2002 CAS focus issue of the Mathematics Teacher.

Footnotes

Edited by Barbara Edwards, edwards@math.orst.edu Oregon State University, Corvallis, OR 97331-4605

Karen Graham, kgraham@cisunix.unh.edu University of New Hampshire, Durham, NH 03824

M. Kathleen Heid, mkh2@psu.edu, teaches at Pennsylvania State University, University Park, PA 16803. She is interested in creating and investigating technology-intensive approaches to mathematics.

Karen Hollebrands, Karen_hollebrands@ncsu.edu, teaches at North Carolina State University, Raleigh, NC 27695. She is interested in the teaching and learning of mathematics with technological tools.

Linda Iseri, Liseri@mnsfld.edu, teaches at Mansfield University of Pennsylvania, Mansfield, PA 16933. She is interested in developing students' symbolic reasoning skills in CAS-supported instruction.

The Mathematics Teacher

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