Integration of a CAS/DGS as a CAD system in the mathematics curriculum for architecture students

• Autores: R.M. Falcón
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 42, Nº. 6, 2011, págs. 737-750
• Idioma: inglés
• DOI: 10.1080/0020739x.2011.573871
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• Resumen

  • Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers� opinions? Mathematics teachers can be divided into three categories: those with a boundless overflow (enthusiasm) who want to use the technology without worrying much about the construction of mathematical concepts, those who reject outright the use of technology because they think that their use inhibits the development of mathematical skills and others that reflect on the balance that must exist between paper�pencil activities and use of technology. The mathematics teacher, by not having clear examples that support this last option about the balance of paper�pencil activities and technology, opt for one of the extreme positions outlined above. In this article, we show the results of research on a methodology based on collaborative learning (ACODESA) in the training of mathematics teachers in secondary schools and implementation of activities in an environment of paper�pencil and CAS in the mathematics classroom. We also note that with the development of technology on the use of electronic tablets and interactive whiteboards, these activities will take on greater momentum in the near future.