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RESEARCH PAPER
Procedural mathematical knowledge and use of technology by senior high school students
1
Institute for Secondary Teacher Education, University College of Teacher Education Styria, Graz, AUSTRIA
2
Faculty of Mathematics, University of Vienna, Vienna, AUSTRIA
Publication date: 2022-12-12
EURASIA J. Math., Sci Tech. Ed 2022;18(12):em2202
KEYWORDS
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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