NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861495
Record Type: Journal
Publication Date: 2009-Jul
Pages: 32
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1382-3892
Constructing Knowledge via a Peer Interaction in a CAS Environment with Tasks Designed from a Task-Technique-Theory Perspective
Hitt, Fernando; Kieran, Carolyn
International Journal of Computers for Mathematical Learning, v14 n2 p121-152 Jul 2009
Our research project aimed at understanding the complexity of the construction of knowledge in a CAS environment. Basing our work on the French instrumental approach, in particular the Task-Technique-Theory (T-T-T) theoretical frame as adapted from Chevallard's Anthropological Theory of Didactics, we were mindful that a careful task design process was needed in order to promote in students rich and meaningful learning. In this paper, we explore further Lagrange's (2000) conjecture that the learning of techniques can foster conceptual understanding by investigating at close range the task-based activity of a pair of 10th grade students--activity that illustrates the ways in which the use of symbolic calculators along with appropriate tasks can stimulate the emergence of epistemic actions within technique-oriented algebraic activity.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A