Mathematics: CAS Calculators

Mathematics education researchers are asking themselves about why technology
has impacted heavily on the social environment and not in the mathematics
classroom. The use of technology in the mathematics classroom has not had the
expected impact, as it has been its use in everyday life (f.e. cell phone). What about
teachers’ opinion? ......

University of Chicago School Mathematics Project Report

Introduction and Discussion of Issues
Solving Golden Equations
Exploring Recursive Equations
Kissing Curves
A Roller Coaster Ride with a Twist

Australian Senior Mathematics Journal
Volume 20 Issue 2 (2006)
Forgasz, Helen J1; Griffith, Shirly2
Abstract: In this paper we present findings from two studies focusing on computer algebra system (CAS) calculators. In Victoria, Australia, it is currently mandatory for students to use graphics calculators in some grade 12 mathematics examinations. Since 2001, a pilot study has been conducted involving Victorian Certificate of Education (VCE) students using CAS calculators instead of graphics calculators. From 2006-2008 the CAS calculator will be optional; from 2009 it is expected to replace the graphics calculator. The first study described here involves an exploration over a three-year time frame, 2002-2004, of male and female students' results in the grade 12 Mathematical Methods subject in which students used graphics calculators and small numbers of students in the pilot study, Mathematical Methods (CAS) subject, who used CAS calculators. The findings indicated a widening of the gender gap in performance favouring males. In the second study, teachers' views of the likely impact of the widespread use of CAS calculators were examined. Teachers were generally positive about the introduction of the CAS calculators and their impacts on teaching, student learning, and the curriculum. The implications of the findings of the two studies are discussed.

Title A problem-solving experiment with TI-Nspire
Author(s) Persson, Per-Eskil
Date 2013
Editor(s) Ubuz, Behiye; Haser, Çiğdem; Mariotti, Maria Alessandra
English abstract
This paper focuses on a problem-solving experiment which was an important part of a study of how students and teachers use laptops in their classes with TI-Nspire CAS technology and software, with or without concomitant use of handheld devices. Of particular interest has been the use of this technology for improving students' mathematical learning, problem-solving methods and deeper understanding of mathematics. Eight classes of students in theoretical programmes at upper secondary level in Sweden had continuous access to TI-Nspire CAS in mathematics during a whole semester. They used the software, and in some classes handhelds, during a whole course and also implemented the national test for the course on their laptops.