Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work

By Michèle Artigue. International Journal of Computers for Mathematical Learning, 2002

891 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/de185cbcee4f8f4bd8723f44d1f7612e978e6410

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Language and Linguistics

In Statistics and Probability

Citations in the corpus

Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, methodology): “These scholars differentiate between the physically instantiated artifact and the instrument, a “mixed entity” (Artigue, 2002, p. 250) comprising the physical device along with mental schemes that detail its use in particular situation types.”
Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, background): “instrumental approach (Artigue, 2002), express the didactic aims in terms of”
Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three different frameworks (2008, background): “For example, the instrumentation framework points out the importance to identify the constraints induced by the instrument (Artigue 2002).”
Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective (2008, background): “Such an approach showed very powerful, shading light on some crucial aspects mainly related to the possible discrepancies between pupils’ behaviours and teachers’ expectations (Lagrange, 1999; Artigue, 2002; Guin, Ruthven & Trouche, 2005; Drijvers & Trouche, in press).”
Handbook of research on the psychology of mathematics education: past, present and future (2006, background): “…have integrated computers and calculators involving symbolic manipulation, with graphical and tabular representations (e.g., Guin & Trouche, 1999; Artigue, 2002; Lagrange, 2003), have argued that the emergence of meaning for both symbolic forms and graphical representations, and the relation…”
Ideas foundational to calculus learning and their links to students’ difficulties (2021, background): “…but on the change in teachers’ thinking that happens in the learning process when computing technology becomes “ready at hand” (Winograd & Flores, 1986), when computing technology becomes an instrument of thinking for them (Artigue, 2002; Drijvers, 2002; Hickman, 1990; Vérillon & Rabardel, 1995).”
Mathematical problem solving: an evolving research and practice domain (2007, background): “Main findings Distinction between material objects and instruments (psychological construct), the user transforms the material object into an instrument through an appropriation process (Verillon & Rabardel, 1995; Guin & Trouche, 2002, Guin, Ruthven & Trouche, 2005; Artigue, 2002; Roschelle, Kaput”
Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations (2004, methodology): “The articulation of these instruments demands a command of the process which is not easy to build (Artigue, 2002, speaks of “the unexpected complexity of instrumental genesis”), and requiring assistance from the teacher, which we are now going to examine.”
Embodied design: constructing means for constructing meaning (2009, background): “…aspect ratio, Suzuki & Cavanagh 1998; 'intuitive statistics,' Xu & Vashti 2008); and therefore & facilitated by cognitively ergonomic artifacts (cf. Artigue 2002) – mechanical, virtual, inscriptional, or procedural systems – historically or recently evolved – that are tuned to the affordances…”
One episode, two lenses (2013, methodology): “Also, the “explosion of digital techniques” (Artigue, 2002) due to the wide potential of the symbolic calculator increases the semiotic complexity of problem solving.”