Procedural mathematical knowledge and use of technology by senior high school students
Christian Dorner 1 * , Christoph Ableitinger 2
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1 Institute for Secondary Teacher Education, University College of Teacher Education Styria, Graz, AUSTRIA2 Faculty of Mathematics, University of Vienna, Vienna, AUSTRIA* Corresponding Author

Abstract

The article at hand deals with students’ procedural knowledge, the frequency of technology use (CAS, graphics calculators) during mathematics education in upper secondary level and their self-assessed technology knowledge. In this study, the participating students (representative sample of Austrian high school students in the final year, n=455) had to solve procedural, curriculum-related tasks without any aids (neither technology nor formula booklets). We examined how the frequency of technology use in the classroom affects the students’ success rate on procedural tasks. On average, GeoGebra or graphic calculators with CAS are used once a week by the teacher and the students in class, respectively, and unexpectedly, there is no significant correlation between the frequency of technology use during mathematics education in upper secondary level and the procedural knowledge acquired. Regardless of the success in solving the procedural tasks, the students rate their technology knowledge for solving the procedural tasks as rather high.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 12, Article No: em2202

https://doi.org/10.29333/ejmste/12712

Publication date: 12 Dec 2022

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Article Downloads: 976

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