Auteur principal			Co-auteurs(s)
Nom :	Dr Giovannina Albano		Nom :
Courriel :	albano@diima.unisa.it		Courriel :
Institution ou compagnie:	University of Salerno		Nom :
Département:	DIIMA		Courriel :
Ville :	Fisciano - SA		Nom :
État/Province :			Courriel :
Pays :	ITALY		Nom :
Type de présentation:	Conférence :  25 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A49		Horaire :   Local :	jeudi, 15h00   1302
Site Internet :
Titre de la communication :	On the CAS and the coordination of semiotic representations
Résumé de la communication :
The importance of the semiotic representations and their relations with the cognitive processes have been shown by many researches in Mathematics Education (Artigue, D’Amore, Duval, Mackie, Pavlopoulou, Tall). Deep learning, that is the conceptual acquisition of a concept, occurs when the pupil is able to pass from a representation in a given register to another one in another register or in the same register. In this paper we want to show how CAS, with direct and active involvement of the student, can improve learning in the above sense. This is because such environments are multiple representation systems, symbolic, graphical, numerical, parametric, logical, … Students are often in front of diverse answers to the same questions (for example solving systems of linear equations in Derive can be done by SOLVE or SOLUTIONS or simply by PLOT) so they are stimulated to concentrate their attention to the meaning of the results obtained by the computer, to establish links among different ways of seeing same formal expression which acquire different meaning in diverse contexts. The ability to recognize such different representations and their common properties conduces to construct the “abstract” concept of a mathematical object or process. Such abstraction is foster by CAS use. Artigue M. (1999). The Teaching and Learning of Mathematics at the University Level. Notices of the AMS. 46. 11. 1377-1385. D’Amore B. (1998). Oggetti relazionali e diversi registri rappresentativi: difficoltà cognitive ed ostacoli. L’educazione matematica. 1. 7-28. Duval R. (1993). Registres de répresentations sémiotiques et fonctionnement cognitif de la pensée. Annales de didactique et de sciences cognitives. 5. 37-65. Mackie D. (2002). Using computer algebra to encourage a deep learning approach to calculus. Proceedings of ICTM2 2002. Pavlopoulou K. (1993). Un problème decisive pour l’apprentissage de l’algèbre linéaire: la coordination des register de représentation. Proceedings of ICTM2 2002. Tall D. (1991). (ed). Advanced Mathematical Thinking. Kluwer Academic Publishers. The Netherlands.