Semiotic and Discursive Variables in CAS-Based Didactical Engineering
Educational Studies in Mathematics Volume 52, Number 3, ISSN 0013-1954
Presents a semiotic analysis of the potential of computer algebra systems (CAS) for enabling mathematical activity on a conceptual level higher than usual. Illustrates examples of theoretical points from a development project in the context of a first year university course in calculus. Discusses how CAS may be used in a didactical analysis and in didactical engineering. (Author/KHR)
Winslow, C. (2003). Semiotic and Discursive Variables in CAS-Based Didactical Engineering. Educational Studies in Mathematics, 52(3), 271.