On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey

Autor/inn/en	Buteau, Chantal; Jarvis, Daniel H.; Lavicza, Zsolt
Titel	On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 14 (2014) 1, S.35-57 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2014.874614
Schlagwörter	Computer Assisted Instruction; Mathematics Instruction; National Surveys; Foreign Countries; College Mathematics; Algebra; Teaching Methods; Professional Personnel; Technology Integration; Comparative Analysis; Cultural Differences; Cross Cultural Studies; College Faculty; Questionnaires; Sampling; Research; Graduate Study; Undergraduate Study; Teacher Attitudes; Online Surveys; Qualitative Research; Canada; Hungary; United Kingdom; United States + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Personalbestand; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Fakultät; Fragebogen; Forschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Lehrerverhalten; Qualitative Forschung; Kanada; Ungarn; Großbritannien; USA
Abstract	In this article, we outline the findings of a Canadian survey study (N = 302) that focused on the extent of computer algebra systems (CAS)-based technology use in postsecondary mathematics instruction. Results suggest that a considerable number of Canadian mathematicians use CAS in research and teaching. CAS use in research was found to be the strongest factor affecting CAS integration in teaching. Mathematicians believe that CAS is becoming an integral part of contemporary mathematics knowledge. Two main factors impeding CAS integration are the departmental culture and the time required for designing CAS-based resources. Mathematicians mostly incorporate CAS use into assignments and much less for in-class tests and final examinations. CAS integration in teaching appears to remain a predominantly individual initiative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10