Algèbre en partenariat avec la technologie en éducation Algebra in Partnership with Technology in Education
Français
English
Español



Welcome
Research Team
Research Projects
CAS Tasks
Publications
External Links

The Research Projects

    2003-2007. The 2003-2007 project, which was titled, “The Intertwining Development of Technique and Theory in Technology-Based Algebra Learning,” focused on the learner. The main research question was: In which ways does the interaction between technique and theory foster students’ algebraic thinking when working in a combined Computer Algebra System (CAS) / paper-and-pencil environment? The theoretical perspective that guided the study was the anthropological theory of didactics elaborated by Chevallard, who describes four components of practice by which mathematical objects are brought into play within didactic institutions: task, technique, technology, and theory.

    2007-2013.  The 2007-2013 project is titled, “Teachers’ Practice vis-à-vis the Technical/Theoretical Dialectic in Mathematics Learning within Computer Algebra System (CAS) Environments.” This project, with its focus on teaching, aims at observing and analyzing the practice of teachers in CAS-equipped algebra classrooms with a view to identifying those factors that are characteristic of effective teaching practice in such algebra-learning environments.
    This research, with its focus on the teacher, is a direct continuation of our previous project that centred on the learner. In this currrent study, we intend to observe teaching practice, using as a lens the manner in which that practice supports, or not, the co-emergence of mathematical technique and theory within students. In this way, the research embeds the findings of the previous project related to learning in a CAS environment. That study confirmed the substantial benefits of using the task-technique-theory perspective for organizing algebra learning within combined paper-and-pencil/CAS environments. Thus, our current study of teaching practice within such environments is strengthened by a clear perspective on the nature of the learning that is to be supported.