How do we recognize when an answer is "right"? This is a question that has bedevilled the use of computer systems in mathematics (as opposed to arithmetic) ever since their introduction. A computer system can certainly say that some answers are definitely wrong, in the sense that they are provably not an answer to the question posed. However, an answer can be mathematically right without being pedagogically right. Here we explore the differences and show that, despite the apparent distinction, it is possible to make many of the differences amenable to formal treatment, by asking "under which congruence is the pupil's answer equal to the teacher's?". © 2009 Springer-Verlag Berlin Heidelberg.
CITATION STYLE
Bradford, R., Davenport, J. H., & Sangwin, C. J. (2009). A comparison of equality in computer algebra and correctness in mathematical pedagogy. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 5625 LNAI, pp. 75–89). https://doi.org/10.1007/978-3-642-02614-0_11
Mendeley helps you to discover research relevant for your work.