Computer Algebra System Calculators: Gender Issues and Teachers' Expectations

Autor/inn/en	Forgasz, Helen J.; Griffith, Shirly
Titel	Computer Algebra System Calculators: Gender Issues and Teachers' Expectations
Quelle	In: Australian Senior Mathematics Journal, 20 (2006) 2, S. 18-30 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Forschungsbericht; Foreign Countries; Calculators; Gender Differences; Grade 12; Teacher Expectations of Students; Pilot Projects; Mathematics Teachers; Background; Teacher Surveys; Mathematics Achievement; Program Effectiveness; Use Studies; Achievement Gains; Australia + Suchen Sie Ihr Suchwort? Ausland; Calculator; Rechner; Rechenmaschine; Geschlechterkonflikt; School year 12; 12. Schuljahr; Schuljahr 12; Pilot project; Modellversuch; Pilotprojekt; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Hintergrundinformation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Benutzerschulung; Achievement gain; Leistungssteigerung; Australien
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. (Contains 4 tables.) (Author).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10