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Using computer algebra systems in mathematical classrooms
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DOI：10.1046/j.0266-4909.2003.00004.x.png)
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This paper describes a research whose main focus is the use of Computer Algebra Systems (CAS) in mathematical classrooms and the didactical possibilities linked with its use. The possibilities of integrating Self-Regulated Learning (SRL) within the CAS environment are brought into focus. Forty-three Israeli students (mean age 13.3) were assigned to two learning algebraic groups. The first group received explicit metacognitive SRL with CAS (CAS + SRL); the second group was exposed to CAS without SRL (CAS). Empirical results from the experimental and case study designs revealed that (CAS + SRL) students outperformed (CAS) students on algebraic thinking and that (CAS + SRL) students regulated their learning more effectively.
Keyword:
algebra
computer algebra system
control group
discourse
empirical
school
self-regulated learning
performance
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6.6
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