Search results for author:"Paul Drijvers"
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International Journal for Technology in Mathematics Education Vol. 11, No. 3 (2004) pp. 77–90
This article summarises a doctoral thesis entitled "Learning algebra in a computer algebra environment, design research on the understanding of the concept of parameter" (Drijvers, 2003). It describes the research questions, the theoretical...
PNA Vol. 8, No. 1 (2013) pp. 1–20
The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To...
International Journal of Computers for Mathematical Learning Vol. 5, No. 3 (2000) pp. 189–209
Describes a pilot study on the use of computer algebra at the upper secondary level. A symbolic calculator was introduced in a pre-examination class studying for advanced pre-university mathematics. Focuses on the identification of obstacles that...
The Co-Emergence of Machine Techniques, Paper-and-Pencil Techniques, and Theoretical Reflection: A Study of CAS Use in Secondary School Algebra
International Journal of Computers for Mathematical Learning Vol. 11, No. 2 (October 2006) pp. 205–263
This paper addresses the dialectical relation between theoretical thinking and technique, as they co-emerge in a combined computer algebra (CAS) and paper-and-pencil environment. The theoretical framework in this ongoing study consists of the...
EURASIA Journal of Mathematics, Science & Technology Education Vol. 12, No. 9 (2016) pp. 2481–2502
To investigate student difficulties in solving word problems in algebra, we carried out a teaching experiment involving 51 Indonesian students (12/13 year-old) who used a digital mathematics environment. The findings were backed up by an interview...
International Journal of Computers for Mathematical Learning Vol. 15, No. 1 (April 2010) pp. 45–62
In the Netherlands, as in many other countries, the algebraic expertise of students graduating from secondary education is an issue. The use of digital tools for algebra education is expected to change epistemologies, activity structures and student ...
Teaching Mathematics and Its Applications: An International Journal of the IMA Vol. 33, No. 3 (September 2014) pp. 193–209
The integration of digital tools in mathematics education is considered both promising and problematic. To deal with this issue, notions of "webbing" and "instrumental orchestration" are developed. However, the two seemed to be...
Technology, Knowledge and Learning Vol. 17, No. 1 (April 2012) pp. 43–59
The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra....
For the Learning of Mathematics Vol. 30, No. 3 (2010) pp. 43–49
The algebraic expertise that mathematics education is aiming for includes both procedural skills and conceptual understanding. To capture the latter, notions such as symbol sense, gestalt view and visual salience have been developed. We wonder if...
Computers & Education Vol. 58, No. 1 (January 2012) pp. 197–208
In this article we report on the effects of a digital intervention on the development of algebraic expertise of 17–18 year old students in the Netherlands. The question to be answered was whether the intervention would be effective and what factors...
International Journal of Computer Algebra in Mathematics Education Vol. 7, No. 4 (2001) pp. 255–75
Describes a classroom experiment using hand-held computer algebra systems (CAS) for the learning of algebra with the aim of developing the conception of a parameter as a means for generalization. The idea of the instrumentation of information and...
Journal of Computers in Mathematics and Science Teaching Vol. 30, No. 4 (October 2011) pp. 403–428
Dutch universities complain that freshmen in studies such as chemistry, physics, economics and mathematics do not master the required algebraic skills. In the worldwide discussions on mathematics education, mastery of algebra is also a prevalent...
Computers & Education Vol. 55, No. 1 (August 2010) pp. 1–15
This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole...
Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 1–18
Online resources are widely used for educational purposes, such as the training of skills. For algebra education in particular, online resources are expected to contribute to skill mastery in an efficient and effective way. However, studies that...
Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking
International Journal of Science and Mathematics Education Vol. 10, No. 6 (December 2012) pp. 1243–1267
The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this...