CAS Use in University Mathematics Teaching and Assessment: Applying Oates’ Taxonomy for Integrated Technology

Student Engagement with Technology-Enhanced Resources in Mathematics in Higher Education: A Review

“…There are a limited number of studies that consider enhancement in terms of student satisfaction and self-regulated learning [51,69,100,102,103]. Benefits of using technology that were identified in the literature included: the epistemic benefits associated with mathematical understanding [55,80], the pragmatic advantages of outsourcing computational activities [28,102,117], and other student-centred benefits such as self-regulated learning [51,115,119]. While a number of factors such as the pedagogical changes implemented [55], and the affordances of the technology [27,117], were found to contribute to successful technology integrations, technical challenges and usability issues were identified as barriers [55,113].…”

“…Technology brings pragmatic efficiencies by increasing the speed and accuracy of computations and epistemic value when they help advance students' understanding of mathematical concepts [114] (p. 248). These affordances have been evidenced in the literature on mathematics education technology in higher education [56,80,103,105,115]. In addition, many of these researchers have identified benefits that enhance students' mathematical learning, that do not necessarily fall under a pragmatic or an epistemic category, such as enhancing the student learning experience [56,103,105].…”

“…In particular, the optimum approaches for technology implementations require further attention [32,70,77]. The effectiveness of using technology in both higher education and in mathematics education is under question [2,74,79,80]. A 2015 OECD report identified that an increase in the use of computers in mathematics in schools correlated negatively with student performance in mathematics [35].…”

“…For example, Galligan et al completed an exploratory study of the integration of technology in first-year undergraduate mathematics, with little detail on how the data was examined and analysed [56]. On the other hand, Jarvis et al used a case study approach to examine the use of Sage within a mathematics course, and used a thematic approach to analysing interviews [80]. Most of the studies reported, or have evidenced, the use of a mixed methods approach, as can be seen in Table 5, where the different measures for the studies are listed.…”

Exploring Open-Ended Tasks in Secondary Mathematics with Maple Learn - The Case of Functions

“…This issue is not new in mathematics education, but important gaps still exist with regards to how mathematics education around the world has responded to these demands and how digital technologies enable mathematical practices in content areas (Grootenboer, Edwards-Groves & Kemmis, 2021;Moschkovich, 2015). Some scholarly literature on technology in mathematics education has examined the use of mathematical software and their implementation in the classroom (Jarvis et al, 2022;Yohannes & Chen, 2021). Mathematical software refers to a wide range of programs that facilitate the representation and manipulation of mathematical concepts in virtual environments.…”