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Abstract
The goal of this paper is to examine single variable real inequalities that arise as tutorial problems and to examine the extent to which current computer algebra systems (CAS) can (1) automatically solve such problems and (2) determine whether students’ own answers to such problems are correct. We review how inequalities arise in contemporary curricula. We consider the formal mathematical processes by which such inequalities are solved, and we consider the notation and syntax through which solutions are expressed. We review the extent to which current CAS can accurately solve these inequalities, and the form given to the solutions by the designers of this software. Finally, we discuss the functionality needed to deal with students’ answers, i.e. to establish equivalence (or otherwise) of expressions representing unions of intervals. We find that while contemporary CAS accurately solve inequalities there is a wide variety of notation used.
Original language  English 

Pages (fromto)  7693 
Number of pages  18 
Journal  International Journal of Mathematical Education in Science and Technology 
Volume  46 
Issue number  1 
Early online date  18 Aug 2014 
DOIs  
Publication status  Published  2 Jan 2015 
Keywords
 automatic assessment
 computer algebra
 inequalities
 reasoning
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Chris Sangwin
 School of Mathematics  Chair in Technology Enhanced Science Education
Person: Academic: Research Active (Teaching)