Computers Have Taken Us to the Brink in Mathematics … and We Have Balked
Computers Have Taken Us to the Brink in Mathematics … and We Have Balked
复制标题
计算机将我们带到了数学的边缘……而我们却犹豫不决
DOI：
10.1080/07380569.2013.768940
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发表时间：
2013
影响因子：
0.9
通讯作者：
B. Winkel
中科院分区：
文献类型：
--
作者：
B. Winkel
几十年来，计算机一直可以用来教数学和做数学。多年来，人们对它们的使用产生了极大的兴趣、能量和结果。然而，很少有人持续使用计算机，因为它们可以用来让学生学习和做数学。为了提高效率，计算机需要嵌入到学习过程中。它们需要无处不在，成为每个学生学习工具包的一部分。事实上，他们应该是一个首选的工具，为大多数学生做什么数学，也就是说，绘图，代数运算，优化，玩“如果”游戏，数据分析等，我概述了一些情况和经验，以显示如何普及计算机的使用可以和应该。我把计算机的使用与它在数学教学中最重要的应用联系起来，即建模和探究或基于问题的学习。
Computers have been available to teach and do mathematics for decades. There have been spikes of interest, energy, and results in their use over the years. However, there is little sustained use of computers as they could be used to permit students to learn and do mathematics. To be effective computers need to be embedded in the learning process. They need to be ubiquitous and part of every student's learning kit. Indeed, they should be a first tool of choice for most of what students do with mathematics; that is, plotting, algebraic manipulation, optimization, playing “what if” games, data analysis, etc. I outline a number of scenarios and experiences to show just how pervasive computer use can and should be. I put computer use in context with its most important applications for teaching mathematics—namely, modeling and inquiry or problem-based learning.