Stresses the links between the technical work and the conceptual reflection in the learning of mathematics and argues that the potential of Computer Algebra Systems (CAS) is to be found in the more varied and richer techniques that CAS can offer. Reports on an experiment with DERIVE as well as findings of research on graphical calculators, and…

Demonstrates the principal concept and the application of MAPLE in mathematical education in various examples. Discusses lengthy and abstract topics like the convergence of Fourier series to a given function, performs the visualization of the wave equation in the case of a vibrating string, and computes the oscillations of an idealized skyscraper…

Presents an algorithm to compute the critical path in a graph representing a project evaluation research task. Once the algorithm is executed, the last matrix obtained permits the visualization of some important information which leads to the determination of the weight of the critical path. (Author/MM)

Discusses the notion of variables in computer algebra, mathematics, and science. Central are the questions of how variables are actually used in mathematics and science, how computer algebra supports the various uses of variables, what conceptual differences exist, and what consequences follow from this for teaching, learning, and doing…

Compiles observations from a multivariable calculus class in which computers were used extensively. Results show that visualization skills can be improved and that students use technology in very innovative ways. (Author/MM)

Describes a research and development project whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities linked with its use. Focuses on the possibilities and problems of cooperation between theory and practice and between mathematics educators and teachers. (Author/MM)

Reviews examination questions and categorizes them according to their usefulness in a Computer Algebra System (CAS) environment with respect to their significance for testing abilities and skills and from the point of view of using a CAS for their solution. Examination questions are presented as an important didactical tool in teaching…

Describes a classroom experiment using hand-held computer algebra systems (CAS) for the learning of algebra with the aim of developing the conception of a parameter as a means for generalization. The idea of the instrumentation of information and communications technology tools turned out to be fruitful in the interpretation of the students'…

Provides a qualitative description of what happened to 10th grade students' attitudes and cognitive development when learning algebra using Computer Algebra Systems (CAS). Chronicles the frustrations, changes in attitude, motivation, determination, and improvements in cognitive development of algebraic concepts over the course of the six-week…

Focuses on two teachers who had made no use of DERIVE with their classes but who agreed to make regular use of DERIVE with one of their classes over the course of one year. Presents teachers' accounts of what they did. Discusses time issues in using DERIVE, the use of materials, pressures on teachers that influence their use of DERIVE, and the…

Describes the outcomes and discusses possible implications for the development of assessment with a Computer Algebra System (CAS) when a group of undergraduate mathematics students, familiar with using a CAS in examinations, tackled an assortment of traditional (i.e., non-CAS type) questions. (Author/MM)

Identifies a number of algebraic constructs that emerge from conducting investigations in a Logo environment. Details the intellectual struggle of a number of students as they interact with the environment. Reports on the development of a series of comparative case studies with seven students enrolled in an online talent education development…

Addresses the impact of algebraic calculators on mathematics education. Shows how teaching with technology can lead to more efficient teaching and learning, more student-centered learning, and increase teacher value. Recommends that technology is fully embraced in order to perform the mathematics, thus freeing time for students to concentrate on…

Discusses the use of a computer algebra system in a capstone mathematics course for undergraduate mathematics majors preparing to teach secondary school mathematics. Provides sample exercises intended to demonstrate how the power of a computer algebra system such as MAPLE can contribute to desired outcomes including reinforcing and strengthening…

Reports on a study in which three volunteer teachers helped design and then taught an experimental program of introductory differential calculus in which students had full access to calculators with a computer algebra system (CAS) in the classroom, at home, and during tests. Test scores indicated that the classes had learned similar amounts of…