Abstract
A cognitive technology has been described by Pea (1987) as “any medium that helps transcend the limitations of the mind”. Writing systems are the prime examples of cognitive technologies, but more specific to mathematics are mathematical notation systems and theories and, more recently, computational devices. Each cognitive technology for mathematics changes the way the subject is done and potentially transforms the practice of mathematical education as well. In some overt and covert ways, it may affect subject matter, curriculum, instruction, learning styles, and the types of cognitive demands made on students.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1993 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Hillel, J. (1993). Computer Algebra Systems as Cognitive Technologies: Implication for the Practice of Mathematics Education. In: Keitel, C., Ruthven, K. (eds) Learning from Computers: Mathematics Education and Technology. NATO ASI Series, vol 121. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78542-9_2
Download citation
DOI: https://doi.org/10.1007/978-3-642-78542-9_2
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-78544-3
Online ISBN: 978-3-642-78542-9
eBook Packages: Springer Book Archive