CAS’ rolle i gymnasiet - Et interviewstudie om færøske matematiklæreres syn på CAS
(2022) In Master's Theses in Mathematical Sciences ÄMAM02 20221Mathematics (Faculty of Sciences)
- Abstract
- This thesis addresses teachers' perspectives on Computer Algebra Systems (CAS) in their teaching in upper secondary mathematics in the Faroe Islands. The aim is to investigate to what extent teachers view CAS as a pragmatic calculating tool or as a contribution to mathematical learning and in addition how they see CAS affecting students’ modelling and representational skills.
Eight mathematics teachers from all five upper secondary schools in the Faroe Islands were interviewed using semi-structured interviews focusing on pragmatic value, epistemic value as well as representational and modelling competence.
Hereafter, thematic analysis of the interviews was conducted. The analysis suggests that the teachers primarily see CAS as an... (More) - This thesis addresses teachers' perspectives on Computer Algebra Systems (CAS) in their teaching in upper secondary mathematics in the Faroe Islands. The aim is to investigate to what extent teachers view CAS as a pragmatic calculating tool or as a contribution to mathematical learning and in addition how they see CAS affecting students’ modelling and representational skills.
Eight mathematics teachers from all five upper secondary schools in the Faroe Islands were interviewed using semi-structured interviews focusing on pragmatic value, epistemic value as well as representational and modelling competence.
Hereafter, thematic analysis of the interviews was conducted. The analysis suggests that the teachers primarily see CAS as an advanced calculator and to a lesser extent a pedagogical tool supporting the students' mathematical understanding. The visual aspects of CAS are seen as advantageous to the students' representational competence, while it mainly is appreciated as treating data and solving problems when working with modelling competence. (Less) - Popular Abstract
- As society enters the digital age, schools are increasingly adapting to the digital and technological development to provide the population with the competencies needed to navigate and participate in 21 century society. Countries have adopted different strategies in terms of where in the school system technology is implemented, which technology is used and how much. Though providing schools with technological equipment doesn’t seem to automatically provide the learning outcomes sought for, rather it is crucial how the technology is used. Regarding how technology is used in the classroom the teachers play a crucial role.
It is the perspective of this key person, the teacher, that is the focus of this thesis. This work addresses... (More) - As society enters the digital age, schools are increasingly adapting to the digital and technological development to provide the population with the competencies needed to navigate and participate in 21 century society. Countries have adopted different strategies in terms of where in the school system technology is implemented, which technology is used and how much. Though providing schools with technological equipment doesn’t seem to automatically provide the learning outcomes sought for, rather it is crucial how the technology is used. Regarding how technology is used in the classroom the teachers play a crucial role.
It is the perspective of this key person, the teacher, that is the focus of this thesis. This work addresses teachers' view on Computer Algebra Systems (CAS), a software program used in mathematics teaching in upper secondary schools in the Faroe Islands. To investigate the teachers’ points of view interviews were made. The point of interest is to what extent they view this technology as a practical and efficient tool comparable to a calculator or whether they see CAS as a means for the students to enhance their mathematical understanding. This mathematical understanding can be rather abstract, so it was exemplified by asking the teachers how they think CAS is affecting the student’s abilities to build mathematical models and how it affects their understanding of different representations of mathematical objects.
From the results it seemed as if the teachers mostly appreciate the effective and practical aspects of the software, less so do they think it contributed to the students' mathematical understanding. Though they also thought the visual features of the software to be advantageous, as well as the possibilities it gives to work with mathematical modeling by treating bigger data sets. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9101999
- author
- Í geil, Ragna LU
- supervisor
- organization
- course
- ÄMAM02 20221
- year
- 2022
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- CAS, Maple, Geogebra, mathematics teaching, Faroe Islands, gymnasie, pragmatic, epistemic, KOM model, modelling competency, representational competency
- publication/series
- Master's Theses in Mathematical Sciences
- report number
- LUNFMD-3005-2022
- ISSN
- 1404-6342
- other publication id
- 2022:E80
- language
- Danish
- id
- 9101999
- date added to LUP
- 2025-07-01 14:40:42
- date last changed
- 2025-07-01 14:40:42
@misc{9101999,
abstract = {{This thesis addresses teachers' perspectives on Computer Algebra Systems (CAS) in their teaching in upper secondary mathematics in the Faroe Islands. The aim is to investigate to what extent teachers view CAS as a pragmatic calculating tool or as a contribution to mathematical learning and in addition how they see CAS affecting students’ modelling and representational skills.
Eight mathematics teachers from all five upper secondary schools in the Faroe Islands were interviewed using semi-structured interviews focusing on pragmatic value, epistemic value as well as representational and modelling competence.
Hereafter, thematic analysis of the interviews was conducted. The analysis suggests that the teachers primarily see CAS as an advanced calculator and to a lesser extent a pedagogical tool supporting the students' mathematical understanding. The visual aspects of CAS are seen as advantageous to the students' representational competence, while it mainly is appreciated as treating data and solving problems when working with modelling competence.}},
author = {{Í geil, Ragna}},
issn = {{1404-6342}},
language = {{dan}},
note = {{Student Paper}},
series = {{Master's Theses in Mathematical Sciences}},
title = {{CAS’ rolle i gymnasiet - Et interviewstudie om færøske matematiklæreres syn på CAS}},
year = {{2022}},
}