A versatile tool to promote link between creative production and
Lenni Haapasalo, Bernd Zimmermann, and Hartmut Rehlich
With respect to constructivist views on the nature of mathematical knowledge and the genesis of
heuristic processes in the mind of the learner, the abundance of problems, richness of ideas and
students' possibilities and power to develop intuition have to be redefined by utilizing versatile
technological tools. This paper highlights how link between creative production and conceptual
understanding may be promoted by use of a progressive pocket computer. It focuses on learning based
upon the interplay of different representations of mathematical objects, the use of which would
improve problem solving abilities as well as the understanding of underlying mathematical concepts.
We describe this kind of learning and examine its empirical values by using a modification of a
classical extreme value problem.