Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper explores a journey through hand-held technology
changes in mathematics teaching and learning and raises questions
we as mathematics educators should be considering in the shorter
and longer term. New Zealand is embarking on a Computer
Algebraic Systems (CAS) Pilot Programme in secondary school
mathematics. The Ministry of Education and the New Zealand
Qualifications Authority have selected secondary schools to be part
of a pilot programme in the use of CAS technology in mathematics
classes. The aim of the pilot programme is to improve teaching and
learning of mathematics through the use of this technology. Six
schools in 2005 used CAS technology with Year 9 (13-14 year olds)
students and, an additional 16 schools joined the programme in
2006. The pilot is planned to continue with an increasing number of
schools in subsequent years. By the time students in the pilot schools
reach Years 11, 12 and 13, alternative external assessments using
the CAS technology will be available. Professional development
support and assistance in obtaining and using the technology will be
provided to the pilot schools. The project’s emphasis in 2005 was on
the Geometry and Algebra strands; the Statistics strand was added
in 2006. By 2010 the first cohort of project programme students will
have been through their secondary mathematics education via a CAS
environment. New Zealand teachers have only a finite time to get
into CAS technology and integrate it into their teaching practice.
This paper discusses a research project based on a mathematics
department professional development that is linked to the pilot.
