Procedural mathematical knowledge and use of technology by senior high school students

Christian Dorner; Christoph Ableitinger

doi:10.29333/ejmste/12712

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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.

Keywords

procedural knowledge
technology use
technology knowledge
mathematics education

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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, Volume 18, Issue 12, December 2022, Article No: em2202

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

Publication date: 12 Dec 2022

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How to cite this article

APA

Dorner, C., & Ableitinger, C. (2022). Procedural mathematical knowledge and use of technology by senior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2202. https://doi.org/10.29333/ejmste/12712

Vancouver

Dorner C, Ableitinger C. Procedural mathematical knowledge and use of technology by senior high school students. EURASIA J Math Sci Tech Ed. 2022;18(12):em2202. https://doi.org/10.29333/ejmste/12712

AMA

Dorner C, Ableitinger C. Procedural mathematical knowledge and use of technology by senior high school students. EURASIA J Math Sci Tech Ed. 2022;18(12), em2202. https://doi.org/10.29333/ejmste/12712

Chicago

Dorner, Christian, and Christoph Ableitinger. "Procedural mathematical knowledge and use of technology by senior high school students". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2202. https://doi.org/10.29333/ejmste/12712

Harvard

Dorner, C., and Ableitinger, C. (2022). Procedural mathematical knowledge and use of technology by senior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2202. https://doi.org/10.29333/ejmste/12712

MLA

Dorner, Christian et al. "Procedural mathematical knowledge and use of technology by senior high school students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2202. https://doi.org/10.29333/ejmste/12712