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Integrating CAS in Post-Secondary Education

In order to take into account the specificity of tertiary mathematics education dissemination, we also selected proceedings of two conferences, namely the Computer Algebra in Mathematics Education (since its first meeting in 1999) and the International Conference on Technology in Collegiate Mathematics (since 1994 with first electronic proceedings). The design of the framework was achieved by adapting parts of the framework developed by Lagrange et al. (2003) to review technology-related publications toward the end of the 1990s. Unlike their research, which focused mostly on school education, we aimed at focusing exclusively on papers documenting the use of CAS in tertiary education. For our pilot study, a total of 326 contributions concerning the use of CAS in secondary and tertiary education were reviewed. Among these, a corpus of 204 papers dealing exclusively with the use of CAS at tertiary education was selected for further analysis. We report on preliminary results in the next section. .
             Results.
             The majority of the papers in the corpus are practice reports by practitioners (88%), whereas the remaining contributions are education research papers (10%) or letters to journal editors (1%) (see Table 1). Among the practice reports, different types of contributions become apparent. Some (94) are merely examples of CAS usage. Other papers (41) are mostly examples of CAS but feature reflections by the practitioner. A few (13) have the practitioners go further and include classroom data and perform some basic analysis. There are also papers (5) that focus on classroom surveys and a small set (7) that examines a specific issue in detail. The remaining contributions (23) are conference abstracts only. The analysis of the education research papers according to Lagrange et al.'s multi-dimensional framework (2003) is still in progress. In this paper, we focus our analysis mainly on practitioner reports.


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