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Assisting students' cognitive strategies with the use of CAS.

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Title: Assisting students' cognitive strategies with the use of CAS.
Authors: Sárvári, Csaba1 sarvari@witch.pmmf.hu, Lavicza, Zsolt2 zl221@cam.ac.uk, Klincsik, Mihály1 klincsik@witch.pmmf.hu
Source: International Journal for Technology in Mathematics Education. 2010, Vol. 17 Issue 3, p147-153. 7p. 4 Diagrams, 5 Graphs.
Subject Terms: *Metacognition, *Cognitive structures, *Pragmatics education, Engineering mathematics software, Knowledge representation (Information theory), Mathematical analysis
Abstract: This paper examines various cognitive strategies applied while CAS (Computer Algebra System) are used in undergraduate-level engineering mathematics teaching and learning. We posed some questions in relation to such CAS use: What kind of tools can CAS offer to enhance different cognitive strategies of students? How can the use of CAS widen the range of students' cognitive strategies and affect pragmatic, heuristic, and epistemic thinking schemes? How can CAS enhance metacognition and cognitive self- efficacy? How can CAS-enhanced curricula benefit from the examination of various cognitive strategies? How can the examination of CAS-related cognitive strategies assist modularisation of topics and thickening the "knowledge-representation network"? In this paper, we offer some examples to illustrate issues raised by the questions above. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assisting students' cognitive strategies with the use of CAS.
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  Data: <searchLink fieldCode="AR" term="%22Sárvári%2C+Csaba%22">Sárvári, Csaba</searchLink><relatesTo>1</relatesTo><i> sarvari@witch.pmmf.hu</i><br /><searchLink fieldCode="AR" term="%22Lavicza%2C+Zsolt%22">Lavicza, Zsolt</searchLink><relatesTo>2</relatesTo><i> zl221@cam.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Klincsik%2C+Mihály%22">Klincsik, Mihály</searchLink><relatesTo>1</relatesTo><i> klincsik@witch.pmmf.hu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+Technology+in+Mathematics+Education%22">International Journal for Technology in Mathematics Education</searchLink>. 2010, Vol. 17 Issue 3, p147-153. 7p. 4 Diagrams, 5 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+structures%22">Cognitive structures</searchLink><br />*<searchLink fieldCode="DE" term="%22Pragmatics+education%22">Pragmatics education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+mathematics+software%22">Engineering mathematics software</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+representation+%28Information+theory%29%22">Knowledge representation (Information theory)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+analysis%22">Mathematical analysis</searchLink>
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  Data: This paper examines various cognitive strategies applied while CAS (Computer Algebra System) are used in undergraduate-level engineering mathematics teaching and learning. We posed some questions in relation to such CAS use: What kind of tools can CAS offer to enhance different cognitive strategies of students? How can the use of CAS widen the range of students' cognitive strategies and affect pragmatic, heuristic, and epistemic thinking schemes? How can CAS enhance metacognition and cognitive self- efficacy? How can CAS-enhanced curricula benefit from the examination of various cognitive strategies? How can the examination of CAS-related cognitive strategies assist modularisation of topics and thickening the "knowledge-representation network"? In this paper, we offer some examples to illustrate issues raised by the questions above. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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