Interacting parallel constructions of knowledge in a CAS context

Ivy Kidron; Tommy Dreyfus

doi:10.1007/s10758-010-9166-6

Interacting parallel constructions of knowledge in a CAS context

Ivy Kidron, Tommy Dreyfus

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

We consider the influence of a CAS context on a learner's process of constructing a justification for the bifurcations in a logistic dynamical process. We describe how instrumentation led to cognitive constructions and how the roles of the learner and the CAS intertwine, especially close to the branching and combining of constructing actions. The CAS has a major influence on parallel constructions after branching and it facilitates combining. Hence, the CAS has the upper hand near branching points but the learner has the upper hand near combining points.

Original language	English
Pages (from-to)	129-149
Number of pages	21
Journal	International Journal of Computers for Mathematical Learning
Volume	15
Issue number	2
DOIs	https://doi.org/10.1007/s10758-010-9166-6
State	Published - Jul 2010

Keywords

Abstraction
Bifurcation
CAS (Computer Algebra System)
Context
Epistemic actions
Knowledge construction

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10.1007/s10758-010-9166-6

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abstract = "We consider the influence of a CAS context on a learner's process of constructing a justification for the bifurcations in a logistic dynamical process. We describe how instrumentation led to cognitive constructions and how the roles of the learner and the CAS intertwine, especially close to the branching and combining of constructing actions. The CAS has a major influence on parallel constructions after branching and it facilitates combining. Hence, the CAS has the upper hand near branching points but the learner has the upper hand near combining points.",

keywords = "Abstraction, Bifurcation, CAS (Computer Algebra System), Context, Epistemic actions, Knowledge construction",

author = "Ivy Kidron and Tommy Dreyfus",

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AB - We consider the influence of a CAS context on a learner's process of constructing a justification for the bifurcations in a logistic dynamical process. We describe how instrumentation led to cognitive constructions and how the roles of the learner and the CAS intertwine, especially close to the branching and combining of constructing actions. The CAS has a major influence on parallel constructions after branching and it facilitates combining. Hence, the CAS has the upper hand near branching points but the learner has the upper hand near combining points.

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KW - Bifurcation

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KW - Context

KW - Epistemic actions

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Interacting parallel constructions of knowledge in a CAS context

Abstract

Keywords

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