Abstract
The context of my study is the use of computer-algebra -systems (CAS ) as permanently available tools in upper secondary education , where the documentation of CAS -use is a major challenge for both teachers and students. This article focuses on a descriptive model with which students’ written solutions can be analysed from a linguistic point of view. Furthermore, this model may help teachers to reflect about the functional aspect of “writing down notes” and thus to allow for a deeper insight into the way the process of communication of mathematics can be shaped.
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Beck, J. (2018). A Linguistic Approach to Written Solutions in CAS-Allowed Exams. In: Ball, L., Drijvers, P., Ladel, S., Siller, HS., Tabach, M., Vale, C. (eds) Uses of Technology in Primary and Secondary Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-76575-4_18
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DOI: https://doi.org/10.1007/978-3-319-76575-4_18
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