Procedural Knowledge in the Presence of a Computer Algebra System (CAS): Rating the Drawbacks Using a Multi-factorial Evaluation Approach

by Lazim M. Abdullah
University Malaysia Terengganu, Malaysia.
Received: 5 September 2005 Revised: 13 February 2006

Computer algebra systems (CASs) have been used by thousands of teachers and students for teaching and learning algebra. They have the ability to perform efficiently almost all of the algebraic expansions and simplifications. Nevertheless, the traditional approach of using paper and pencil in acquiring procedural knowledge is still widely practised. It was hypothesised that developing symbolic manipulation through procedural knowledge is not always favoured by students. This paper investigates this hypothesis and gives a rating of several drawbacks of procedural knowledge using the fuzzy set theory decision making processes. The study involved a survey which consists of four factors for the purpose of giving a rating. A multi-factorial fuzzy evaluation approach was used to analyse the data collected from one hundred and sixty four students sampled from a secondary school in Terengganu, Malaysia. The students were taught the technique of the completing the square method for quadratic functions using both a CAS and a traditional procedural approach. The evaluation indicated that students felt that there were disadvantages with the procedural approach in the presence of a CAS. This rating gives rise to concerns about the relevance of procedural knowledge in the age of computerised mathematics technology. 1 INTRODUCTION

The use of calculators as an aid to teaching and learning in secondary school mathematics is wellimplemented throughout the world. The main purpose of introducing calculators into the classroom is to ease the arithmetic manipulations especially when involving tedious calculations. It is a fact that calculators are restricted to arithmetic manipulations and most do not offer symbolic manipulation. With the rapid development in software technology, there is now much symbolic manipulation software available in the market. The use of symbolic or algebraic technology in our secondary schools and universities is expected to increase. Computer Algebra Systems (CAS) are powerful computer packages that perform calculations, offer graphical representation and also perform symbolic manipulation for algebra and calculus (Pierce and Stacey, 2001). CAS are believed to be a good way to facilitate the process of gaining conceptual insight (Heid, 1988; Drijvers, 2000). A CAS not only eases the arithmetic and symbolic manipulations but also promotes conceptual understanding by offering students the chance to concentrate on concepts and problem solving strategy. CAS have been available for over a decade but so far they have made little impact on the teaching of mathematics at secondary school level. This is especially true in Malaysia. However with the rapid development in technological tools and as affordable access to technology increases, the use of these packages as powerful symbolic manipulators for students learning mathematics is becoming a reality. In addition, the user interfaces for CASs are being refined so that novice users are less hampered by the syntax of the programs. As symbolic manipulating technological tools, CAS have been used extensively by students and teachers in almost all developed countries in the world. They seem gradually to replace the traditional approach of procedural knowledge in learning algebra and calculus. Inevitably, algebraic technique (also known as paper and pencil skill) is crucial in learning algebra and calculus. As Effros (1989) has said: I can categorically state that if a student cannot factor 4 x 2 9 instantly, it is extremely unlikely that (the student) will pass calculus. Despite the importance of procedural knowledge in learning algebra, why should the technology proliferate in learning? In other words, what is lacking with paper and pencil manipulation skills? It has been said that with CAS, students can generate and manipulate symbolic expressions that were otherwise too time-consuming or too complicated for them to handle in the course of their problem solving (Heid, 2002). To what extent is this statement reliable? 2 PROBLEM STATEMENT

International Journal for Technology in Mathematics Education, Volume 14, No 1