### Resumé

Originalsprog | Engelsk |
---|---|

Titel | MEDA - Mathematics Education in the Digital Age : 5th ERME Topic Conference |

Redaktører | Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk, Jana Trgalova |

Antal sider | 8 |

Udgivelses sted | Copenhagen |

Forlag | Københavns Universitet |

Publikationsdato | 2018 |

Sider | 131-138 |

Artikelnummer | 17 |

ISBN (Elektronisk) | 978-87-7078-798-7 |

Status | Udgivet - 2018 |

Begivenhed | Mathematics Education in the Digital Age (MEDA): ERME Topic Conference - University of Copenhagen, Copenhagen, Danmark Varighed: 5 sep. 2018 → 7 sep. 2018 Konferencens nummer: 5 https://www.math.ku.dk/english/research/conferences/2018/meda/proceedings/MEDA_2018_Proceedings.pdf |

### Konference

Konference | Mathematics Education in the Digital Age (MEDA) |
---|---|

Nummer | 5 |

Lokation | University of Copenhagen |

Land | Danmark |

By | Copenhagen |

Periode | 05/09/2018 → 07/09/2018 |

Internetadresse |

### Fingerprint

### Emneord

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

### Citer dette

*MEDA - Mathematics Education in the Digital Age: 5th ERME Topic Conference*(s. 131-138). [17] Copenhagen: Københavns Universitet.

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*MEDA - Mathematics Education in the Digital Age: 5th ERME Topic Conference.*, 17, Københavns Universitet, Copenhagen, s. 131-138, Mathematics Education in the Digital Age (MEDA), Copenhagen, Danmark, 05/09/2018.

**A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom.** / Thomas Jankvist, Uffe; Misfeldt, Morten; Møllegaard Iversen, Steffen .

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

TY - GEN

T1 - A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom

AU - Thomas Jankvist, Uffe

AU - Misfeldt, Morten

AU - Møllegaard Iversen, Steffen

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - CAS

KW - CAS policy

KW - socio-mathematical norms

KW - teacher change

KW - CAS

KW - CAS policy

KW - socio-mathematical norms

KW - teacher change

M3 - Article in proceeding

SP - 131

EP - 138

BT - MEDA - Mathematics Education in the Digital Age

A2 - Weigand, Hans-Georg

A2 - Clark-Wilson, Alison

A2 - Donevska-Todorova, Ana

A2 - Faggiano, Eleonora

A2 - Grønbæk, Niels

A2 - Trgalova, Jana

PB - Københavns Universitet

CY - Copenhagen

ER -