Department of Science and
Mathematics Education
The
Abstract
Three teachers helped design
and then taught an experimental program of introductory calculus in which students
had full access to calculators with a computer algebra system (CAS) in the
classroom, at home and during tests.
Each class obtained similar mean scores on the test. However they made
very different use of the CAS and performed very differently on items. One
class frequently used the CAS. The second preferred by-hand algebraic
techniques. The third group of students, with weaker algebraic skills, used CAS
more selectively and demonstrated good understanding built from illustrating
algebraic ideas graphically. The study demonstrates how teachers “privileging”
impacted on student learning.