KEYNOTE SPEAKER
Pioneer use of CAS in mathematics education emphasised the shift from
technical to conceptual work; the tool would carry out much of the
technical work and multiple representations would serve to give meaning
to the concepts taught. A closer look at the specificity of the
techniques made possible by these tools, their observed effect on
students’ strategies and access to knowledge, their presence in today's
mathematical practice, and the mathematics upon which they are based now
call for rethinking the mathematics curriculum. This curriculum should
address issues related to students' control over the use of
technological tools as well as the nature and scope of problems used for
instruction. In my talk, I will address this question and suggest that
such curricular reflection requires revisiting the purpose of
integrating technology in the teaching of mathematics and, ultimately,
the purpose of mathematics education. |