Auteur principal			Co-auteurs(s)
Nom :	Michael Meagher		Nom :
Courriel :	meagher.10@osu.edu		Courriel :
Institution ou compagnie:	The Ohio State University		Nom :
Département:			Courriel :
Ville :	Columbus		Nom :
État/Province :	OH 43210-0545		Courriel :
Pays :	USA		Nom :
Type de présentation:	Conférence :  50 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A47		Horaire :   Local :	jeudi, 14h00   1302
Site Internet :
Titre de la communication :	Learning College Calculus in a CAS Environment: Theory and Practice
Résumé de la communication :
This study is a qualitative case study focusing on the question “What are the processes of learning in a Computer Algebra System (CAS) environment for college students learning calculus?” The study is designed to research the impact on student learning of new and revolutionary software available for mathematics education. There is a gap in the research on CAS in the area of investigations into the process of student learning and their development of concepts while using CAS. The importance of investigating these processes lies in understanding the impact of CAS on learning so that an appropriate balance can be found in the integration of technology into teaching ensuring that the merits of traditional methods are not lost and that the merits and demerits of CAS use are fully understood. The primary data for the study consists of audio and video of tape of students in a college calculus course learning calculus using CAS software. These data are supplemented by interviews with the students and instructors as well as analysis of the students’ homework and tests. The study provides a detailed description of the process of learning mathematics with the use of CAS as well as the emergence of conceptual development arising from collaboration among the students in the collective interaction with the software. The major findings of the research are that Adapted Rotman Model of Mathematical Reasoning is an accurate model for understanding the place of technology in the learning of mathematics; and that the Pirie-Kieren Model of Mathematical Understanding can be fruitfully applied to learning in a CAS environment. Among the particular gains afforded by the technology are increased experimentation by students in mathematical activity and increased focus on concepts rather than technical competence. Among the obstacles presented by the technology are difficulties in understanding computer representations of mathematical objects.