Year: 2006
Type: conference-paper
Study design: Observational Study
Abstract: We studied the complex situation of first year university students using computer algebra systems (CAS) for the first time as part of their mathematics subjects. We identified four components of initial experiences with CAS. Existing questionnaires were used to identify two subgroups of students with contrasting approaches to study. When these subgroups were further split by computing experience, their scores on the four components of initial experience with CAS revealed a complex picture that was understandable from an activity theory perspective. The significance of this issue lies with the increasing role that sophisticated software packages such as CAS are playing in the professional practice of mathematicians, statisticians, engineers and scientists. In our view, successful professional practice that makes a creative contribution requires a view of mathematics that seamlessly incorporates tool use to explore new ideas and to solve authentic problems. In universities, unfettered by state wide syllabuses, there is much interest in adapting mathematics courses to take advantage of the opportunities afforded by CAS for exploration and discovery by students, and for a more visual and experimental introduction to difficult concepts. Methods and
Authors: Mary Coupland, Kate Crawford
Institution: University of Technology Sydney
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1175391064