Lynda Ball
Lecturer in Mathematics Education

Publications

2009-

Ball, L., Lane, M., & Toth, G. (2009). Implementing CAS in secondary mathematics. Learning Matters, 14(1), 31-33.

Pierce, R. & Ball, L.(2009). Perceptions which may affect teachers' intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71, (3), 299-317.

Pierce, R., Ball, L., Stacey, K.  (2009). Is it worth using CAS in the middle secondary years? Some teachers’ views. International Journal of Science and Mathematics Education, 7(6), 1149-1172.

Stacey, K., Ball, L., Chick, H., Pearn, C., Pierce, R., & Steinle, V. (2009) Teaching Secondary Mathematics. ( Modules 1 – 9) Melbourne: Department of Education and Early Childhood Development. http://www.education.vic.gov.au/studentlearning/teachingresources/maths/teachsec/default.htm

2006-2008

Ball, L. (2006). Communicating Mathematical Working in a CAS Classroom: What is Important and What Might Change? In J. Ocean, C. Walta, M. Breed, J Virgona, & J. Horwood (Eds.), Mathematics - The Way Forward. Proceedings of the 43rd Annual Conference of the MAV (pp32-40). Melbourne: Mathematical Association of Victoria.

Ball, L., & Stacey, K. (2007) Using technology in high-stakes assessment: how teachers balance by-hand and automated techniques.  In Lim, C-S et al. Proceedings of EARCOME4 2007  4th East Asia Regional Conference on Mathematics Education.  (pp 90 – 97) Universiti Sains Malaysia, Penang, Malaysia.

Ball, L. & Stacey, K. (2006). Coming to appreciate the pedagogical uses of CAS. In J, Novotná, H. Moraová, M. Krátká & N. Stehliková (Eds.) Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education. Prague: PME. (Vol. 2, pp.105-112).

Stacey, K., Chick, H., Ball, L., Pearn, C. & Steinle, V. (2006). Mathematics Developmental Continuum P-10. Version 1. Melbourne, Australia: Department of Education and Training. Link

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2003-2005

Ball, L. (2004). Researchers and teachers working together to deal with the issues, opportunities and challenges of implementing CAS into the senior secondary mathematics classroom. In E. Schneider (Ed.), Zentralblatt für Didaktik der Mathematik, 36(1), 27-31.

Ball, L. (2004). Emerging practices for recording written solutions in a CAS classroom. In J.B. Lagrange, M. Artigue, D. Guin, C. Laborde, D. Lenne, & L. Trouche (Eds.), On line proceedings of the ITEM conference, Reims, June 2003. www.reims.iufm.fr /Recherche/

Ball, L. (2003). Communication of mathematical thinking in examinations: Features of CAS and non-CAS student written records for a common year 12 examination question. The International Journal of Computer Algebra in Mathematics Education, 10(3), 183-194.

Ball, L. (2003). Communication of mathematical thinking in examinations: A comparison of CAS and non-CAS student written responses. Paper presented at the 2003 Symposium on Computer Algebra in Mathematics Education. Available from: http://ltsn.mathstore.ac.uk/came.

Ball, L., & Pierce, R. (2004). CAS: Trainer wheels for algebra using the TI89. In B. Tadich, S. Tobias, C. Brew, B. Beatty, & P. Sullivan (Eds.), Towards excellence in mathematics. Proceedings of the 40th Annual Conference of the MAV (pp. 13-21). Melbourne: Mathematical Association of Victoria.

Ball, L., Pierce, R., & Stacey, K. (2003). Recognising equivalent algebraic expressions: An important component of algebraic expectation for working with CAS. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, Honolulu: PME. (Vol. 4, pp.15-22).

Ball, L. & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W. J. Masalski & P. C. Elliott (Eds.), Technology-Supported Mathematics Learning Environments (2005 National Council of Teachers of Mathematics Yearbook, pp. 3-15). Reston, VA: NCTM

Ball, L. & Stacey, K. (2005). Good CAS written records: Insight from teachers. In H. L. Chick & J. L. Vincent (Eds.) Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education. Melbourne: PME. (Vol. 2, pp.113-120).

Ball, L. & Stacey, K. (2005).Students’ views on using CAS in senior mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building Connections: Theory, Research and Practice . Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 121-128). Sydney: MERGA.

Ball, L., & Stacey, K. (2005). Middle school CAS: Opportunities and challenges for teachers and students. In J. Mousley, L. Bragg, & C. Campbell (Eds.), Mathematics - Celebrating Achievement 100 . Proceedings of the 41st Annual Conference of the MAV (pp. 25-34). Melbourne: Mathematical Association of Victoria.

Ball, L., & Stacey, K. (2004). A new practice evolving in learning mathematics: Differences in students’ writtenrecords with CAS. In M. Johnsen Høines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen: PME. (Vol. 2, pp.87-94).

Ball, L., & Stacey, K. (2003). What should students record when solving problems with CAS? Reasons, information, the plan and some answers. In J. T. Fey, A. Cuoco, C. Kieran, L. Mullin, & R. M. Zbiek (Eds.), Computer Algebra Systems in Secondary School Mathematics Education (pp. 289-303). Reston, VA: The National Council of Teachers of Mathematics.

Pierce, R., Stacey K., & Ball, L. (2004). Mathematics from still and moving images. In B. Tadich, S. Tobias, C. Brew, B. Beatty, & P. Sullivan (Eds.), Towards excellence in mathematics. Proceedings of the 40th Annual Conference of the MAV (pp. 386-395). Melbourne: Mathematical Association of Victoria.

Pierce, R., Stacey K., & Ball, L. (2004). Mathematics from still and moving images. AMT Australian Mathematics Teacher, 61(3), 26-431.

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2000-2002

Asp, G., Ball, L., Flynn, P., & Stacey, K. (2002). Expanding algebra by substituting CAS. In C. Vale, J. Roumeliotis, & J. Horwood (Eds.), Valuing Mathematics in Society. Proceedings of the 39th Annual Conference of the MAV (pp. 348-364). Melbourne: Mathematical Association of Victoria.

Ball, L. (2002). So, what do I write down? I've solved the whole problem using CAS.
In J. Böhm (Ed.), VISIT-ME 2002, Proceedings of the Vienna International Symposium on Integrating Technology in Mathematics Education, Vienna, Austria (CD). bk teachware Series “Support in Learning” no. SR-31, ISBN 3-901769-49-8.

Ball, L. (2001). Solving equations: Will a more general approach be possible with CAS? In H. Chick, K. Stacey, J. Vincent, & J. Vincent (Eds.), The Future of the Teaching and Learning of Algebra. Proceedings of the 12th ICMI study conference (Vol.1,. pp.48-52). Melbourne: The University of Melbourne.

Ball, L., Leigh-Lancaster, D., & Stacey, K. (2001). Teaching senior maths with CAS: Major issues for curriculum, assessment and teaching. In C. Vale, J. Horwood, & J. Roumeliotis (Eds.), 2001 A Mathematical Odyssey. Proceedings of the 38th Annual Conference of the MAV (pp. 265- 275) Melbourne: Mathematical Association of Victoria.

Ball, L., & Stacey, K. (2001). New literacies for mathematics: A new view of solving equations. The Mathematics Educator, 6(1), 55-62.

Ball, L., Stacey, K., & Pierce, R. (2001). Assessing algebraic expectation. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 66-73). Sydney: MERGA.

Stacey, K., & Ball, L. (2001). How might computer algebra change senior mathematics: The case of trigonometry.  In B. Lee (Ed.), Mathematics Shaping Australia. Proceedings of the 18th Biennial Conference of the Australian Association of Mathematics Teachers. CD-ROM. Adelaide: AAMT.

Stacey, K., Ball, L., Asp, G., McCrae, B., & Leigh-Lancaster, D. (2000). Towards a VCE mathematics subject which actively uses CAS.  In J. Wakefield (Ed.), Mathematics: Shaping the Future. Proceedings of the 37th Annual Conference of the MAV (pp. 47-63). Melbourne: Mathematical Association of Victoria.

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