What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises

Louise M Carlsen

Resumo


Abstract

We are interested in the potentials and pitfalls of introducing computer algebra systems in lower secondary school, investigating the case of the Faroese Islands. In order to identify what algebraic knowledge is tested in the final written exam in mathematics after the ninth grade, and how this would change if computer algebra systems were allowed at that exam, we analyse all exam exercises from the past 10 years in terms of the techniques required to solve the exercises both with and without symbolic tools. The comparison suggests that fundamental algebraic structures may not be learned if students consistently use computer algebra systems for the tasks given in the exam.


Résumé

Nous sommes intéressés par les potentiels et les risques liés à l'introduction de logiciels symboliques au niveau du collège, dans le cas de l'école publique des îles Féroé. Afin d'identifier quelles sont les connaissances algébriques testées à l'examen écrit en mathématiques à la fin de la neuvième année, et comment cela pourrait changer si les logiciels symboliques étaient autorisés à cet examen, nous avons analysé tous les exercices de l'examen des 10 dernières années en termes de techniques nécessaires pour résoudre les exercices avec et sans logiciels symbolique. La comparaison suggère que certaines structures spécifiques et fondamentales de l’algèbre ne seraient peut-être pas apprises si les étudiants utilisent de façon consistante des logiciels symboliques pour les tâches rencontrées à l'examen.


Palavras-chave


algebraic knowledge; praxeological analysis; exam exercises

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Referências


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DOI: https://doi.org/10.23925/1983-3156.2019v21i4p085-099

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