Main presenter			Co-presenter(s)
Name :	Michael Meagher		Name:
E-mail:	meagher.10@osu.edu		E-mail:
Institution or Company:	The Ohio State University		Name:
Department:			E-mail:
City:	Columbus		Name:
State/Province:	OH 43210-0545		E-mail:
Country:	USA		Name:
Type of presentation:	Lecture :  50 minutes.		E-mail:
Conference strand and number:	ACDCA ,    Number: A47		Schedule:   Room:	Thursday, 14h00   1302
Related website:
Title of presentation:	Learning College Calculus in a CAS Environment: Theory and Practice
Abstract:
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.