Integrating CAS Calculators into Mathematics Learning: Partnership Issues.

Abstract

Computer algebra system (CAS) calculators are becoming increasingly common in schools and universities. While they offer quite sophisticated mathematical capability to teachers and students, it is not clear at present how they may best be employed. In particular their integration into students ’ learning and problem-solving remains an issue. In this paper we address this issue through the lens of a study which considered the introduction of the TI-89 CAS calculator to students about to enter university. We describe a number of different aspects of the partnership they formed with the calculator as they began the process of instrumentation of the CAS in their learning. BACKGROUND Since Heid’s (1988) groundbreaking study, research on the use of computer algebra system (CAS) calculators in the learning of mathematics has tended to concentrate on specific content, such as aspects of algebra or calculus. However, until more recently there has been less emphasis on the processes by which students (and teachers) decide whether to use CAS, and if so, how and when to use it in learning. This is a major area of study since the process of integration of CAS into learning is