Complex process of converting tools into mathematical instruments: The case of calculators

被引：128

作者：

Guin D. ^{[1
]}

Trouche L. ^{[1
]}

机构：

[1] Université Montpellier II, Dept. de Mathématiques, E.R.E.S., 34095 Montpellier Cedex 5, Place Eugène Bataillon

来源：

International Journal of Computers for Mathematical Learning | 1998年 / 3卷 / 3期

关键词：

instrumentation process; instrumental genesis; graphic and symbolic calculators; student behaviour; conceptualisation process; limits; classroom practice;

D O I：

10.1023/A:1009892720043

中图分类号：

学科分类号：

摘要：

Transforming any tool into a mathematical instrument for students involves a complex `instrumentation' process and does not necessarily lead to better mathematical understanding. Analysis of the constraints and potential of the artefact are necessary in order to point out the mathematical knowledge involved in using a calculator. Results of this analysis have an influence on the design of problem situations. Observations of students using graphic and symbolic calculators were analyzed and categorized into profiles, illustrating that transforming the calculator into an efficient mathematical instrument varies form student to student, a factor which has to be included in the teaching process.

引用

页码：195 / 227

页数：32

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