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Interacting Parallel Constructions of Knowledge in a CAS Context

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Abstract

We consider the influence of a CAS context on a learner’s process of constructing a justification for the bifurcations in a logistic dynamical process. We describe how instrumentation led to cognitive constructions and how the roles of the learner and the CAS intertwine, especially close to the branching and combining of constructing actions. The CAS has a major influence on parallel constructions after branching and it facilitates combining. Hence, the CAS has the upper hand near branching points but the learner has the upper hand near combining points.

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Acknowledgments

This research has been supported by the Israel Science Foundation under grant number 843/09.

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Authors and Affiliations

  1. Department of Applied Mathematics, Jerusalem College of Technology, Havaad Haleumi Str. 21, POB 16031, Jerusalem, 91160, Israel

    Ivy Kidron

  2. Department of Mathematics Science and Technology Education, Tel Aviv University, Tel Aviv, Israel

    Tommy Dreyfus

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  1. Ivy Kidron
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  2. Tommy Dreyfus
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Correspondence to Ivy Kidron.

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Kidron, I., Dreyfus, T. Interacting Parallel Constructions of Knowledge in a CAS Context. Int J Comput Math Learning 15, 129–149 (2010). https://doi.org/10.1007/s10758-010-9166-6

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