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Students' Comparison of Their Trigonometric Answers with the Answers of a Computer Algebra System

机译：学生将三角答案与计算机代数系统的答案进行比较

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摘要

Comparison of answers offered by a computer algebra system (CAS) with answers derived by a student without a CAS is relevant, for instance, in the context of computer-aided assessment (CAA). The issues of identity, equivalence and correctness emerge in different ways and are important for CAA. These issues are also interesting if a student is charged with the task of comparing the answers. What will happen when students themselves are encouraged to analyse differences, equivalence and correctness of their own answers and CAS answers? What differences do they notice foremost? Would they recognise equivalenceon-equivalence? How do they explain equivalenceon-equivalence? The paper discusses these questions on the basis of lessons where the students solved trigonometric equations. Ten equations were chosen with the aim to ensure that the expected school answer and the CAS answer would differ in various ways. Three of them are discussed more thoroughly in this paper.
机译：例如，在计算机辅助评估（CAA）的背景下，将计算机代数系统（CAS）提供的答案与没有CAS的学生得出的答案进行比较是相关的。同一性，等效性和正确性问题以不同的方式出现，对于CAA至关重要。如果学生负责比较答案，那么这些问题也很有趣。当鼓励学生自己分析自己的答案和CAS答案的差异，对等和正确性时会发生什么？他们首先注意到什么区别？他们会认识到对等/非对等吗？他们如何解释等价/非等价？本文在学生解决三角方程的基础上讨论了这些问题。选择了十个方程，目的是确保期望的学校答案和CAS答案在各种方面有所不同。本文对其中三个进行了更全面的讨论。

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