A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom

Uffe Thomas Jankvist, Morten Misfeldt, Steffen Møllegaard Iversen

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

Abstract

In this paper, we investigate the use of CAS in Danish upper secondary school from a norms perspective. The construct of sociomathematical norms is used to understand the potential influence that CAS may have on the rules (and values) in the mathematics classroom. We focus on a situation of teacher change, where the different teachers enact different norm sets related to students’ CAS use in their mathematical work. We zoom in on one student’s perception of this, and find that the teachers’ CAS policies have a direct influence on how students’ navigate in their mathematical work. In particular, the alignment between teachers’ endorsed and enacted norms as well as the extent to which the norms impose judgement on the students’ behalf in relation to CAS use play a major role in this respect.
Original languageEnglish
Title of host publicationMEDA - Mathematics Education in the Digital Age : 5th ERME Topic Conference
EditorsHans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk, Jana Trgalova
Number of pages8
Place of PublicationCopenhagen
PublisherKøbenhavns Universitet
Publication date2018
Pages131-138
Article number17
ISBN (Electronic)978-87-7078-798-7
Publication statusPublished - 2018
EventMathematics Education in the Digital Age (MEDA): ERME Topic Conference - University of Copenhagen, Copenhagen, Denmark
Duration: 5 Sept 20187 Sept 2018
Conference number: 5
https://www.math.ku.dk/english/research/conferences/2018/meda/proceedings/MEDA_2018_Proceedings.pdf

Conference

ConferenceMathematics Education in the Digital Age (MEDA)
Number5
LocationUniversity of Copenhagen
Country/TerritoryDenmark
CityCopenhagen
Period05/09/201807/09/2018
Internet address

Keywords

  • CAS
  • CAS policy
  • socio-mathematical norms
  • teacher change

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