Students' Attitude towards Computer Algebra Systems (CAS) and Their Choice of Using CAS in Problem-Solving

Autor/in	Mohammad, Abdul Moeed
Titel	Students' Attitude towards Computer Algebra Systems (CAS) and Their Choice of Using CAS in Problem-Solving
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 3, S.344-353 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohammad, Abdul Moeed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1506171
Schlagwörter	Computer Uses in Education; Student Attitudes; Problem Solving; Decision Making; Mathematics Instruction; Foreign Countries; Algebra; Secondary School Mathematics; Secondary School Students; Norway + Suchen Sie Ihr Suchwort? Computernutzung; Schülerverhalten; Problemlösen; Decision-making; Entscheidungsfindung; Mathematics lessons; Mathematikunterricht; Ausland; Sekundarschüler; Norwegen
Abstract	We explore students choice of using computer algebra systems (CAS) in problem-solving relative to their self-reported attitude towards learning mathematics with CAS. Our research design is a case study of nine Norwegian upper-secondary mathematics students with a wide range of attitude towards CAS. Our findings on routine problems indicate that (1) students use CAS whenever students perceive the problem as time-consuming regardless of their attitude towards CAS, and (2) students attitude affects their use of CAS whenever students perceive the problem as non-time-consuming. Norway, among other countries, has implemented CAS as an essential digital resource towards learning mathematics in upper-secondary school. Our discussion focuses on the implications of our findings have on local mathematics educators and national policy-makers. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01