Abstract
This article covers a project conducted by the Freudenthal Institute from August 1991 to September 1994 entitled "The graphics calculator in mathematics education." The theory of realistic mathematics education was taken as the point of departure for formulating the hypotheses. The developmental research design was used. Observation of the students' behavior during the experimental lessons supports the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory and dynamic approach to mathematics, a more integrated view of mathematics, and a more flexible behavior in problem solving.
| Original language | English |
|---|---|
| Pages (from-to) | 425-440 |
| Number of pages | 16 |
| Journal | Journal of Mathematical Behavior |
| Volume | 15 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Dec 1996 |
Bibliographical note
Funding Information:The Netherlands is not lagging behind in such research.D uring the period between 1991a nd 1994, the FreudenthalI nstitute, supportedb y a grant from the Ministry of Education and Science, conducteda researchp roject entitled “The graphics calculator in mathematicse ducation.” This project focused on secondary education, in particular on the role of the graphics calculator in Math B in preparationf or subsequente xacts tudiesi n Class 5 VWO.* The decision to focus
Funding
The Netherlands is not lagging behind in such research.D uring the period between 1991a nd 1994, the FreudenthalI nstitute, supportedb y a grant from the Ministry of Education and Science, conducteda researchp roject entitled “The graphics calculator in mathematicse ducation.” This project focused on secondary education, in particular on the role of the graphics calculator in Math B in preparationf or subsequente xacts tudiesi n Class 5 VWO.* The decision to focus