 |
The appropriate and effective use of technology in particular programmable or graphics calculators and "mathematically able" computer software (MAS), is a recent and current key issue in mathematic curriculum design and implementation. The development of coherent policy and practice related to the integrated use of such technology in mathematics education is still at an initial stage, with diversity of preferences and approaches in different educational contexts. In this paper I will consider some of these key issues in the context of the transition from secondary to tertiary education, with a focus on the final "Certificated" year(s) of senior secondary education. In particular I will consider student use of systems like Mathematica in the extended investigative, problem solving and modelling Common Assessment Tasks (CATs) of the Victorian Certificate of Education (VCE), and report on a pilot study of the use of Mathematica in this context.
|
|
For the newest resources, visit Wolfram Repositories and Archives »
