Abstract
This paper provides an instrumental account of precalculus students’ graphical
process for solving polynomial inequalities. It is carried out in terms of the students’
instrumental schemes as mediated by handheld graphing calculators and in cooperation
with their classmates in a classroom setting. The ethnographic narrative relays an instrumental
sociogenetic account of mathematical knowledge construction and foregrounds a
progressive evolution of mathematical knowledge from the concrete to the abstract phase.
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