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Conference Papers Year : 2003

Emerging pratices for recordging written solutions in a cas classroom

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Abstract

Written solutions for mathematical problems have the potential to be very different in a CAS classroom compared to a non-CAS classroom. New opportunities in a classroom where CAS is the normal technology may require a rethinking of what constitutes a good written record of a solution for a problem. This paper reports on the approaches for modelling good written records in class examples that were used by three teachers teaching year 12 mathematics with CAS for the first time. It was found that the teachers tended to use standard mathematical notation in demonstrating solutions. Student practice appeared to be developing independently of the teachers with written solutions incorporating notation that suggested CAS use.
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Dates and versions

edutice-00001317 , version 1 (11-01-2006)

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  • HAL Id : edutice-00001317 , version 1

Cite

Lynda Ball. Emerging pratices for recordging written solutions in a cas classroom. Jun 2003, Reims, France. ⟨edutice-00001317⟩

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TICE ITEM2003
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