[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-315981-105":59,"doc-detail-315981-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","computer-algebra-system-calculators-gender-issues-and-teachers-expectations","Computer Algebra System Calculators - Gender Issues and Teachers’ Expectations","","Paper reports results from two studies on computer algebra system (CAS) calculators in Victoria, Australia. The first tracks male and female performance in Grade 12 Mathematical Methods during 2002–2004, comparing calculator types and identifying a widening gender gap favoring males. The second examines teachers’ perceptions of CAS rollout, with generally positive attitudes toward teaching, student learning, and curriculum impacts. Findings’ implications are discussed within the policy and curriculum context for VCE mathematics.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/computer-algebra-system-calculators-gender-issues-and-teachers-expectations/315981/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/computer-algebra-system-calculators-gender-issues-and-teachers-expectations/315981.png","ImageObject",300,407,{"name":92,"@type":93},"Ezra","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the focus of the two studies in this paper?","Question",{"text":113,"@type":114},"The paper examines CAS calculators through (1) participation and achievement comparisons between male and female students, and (2) teachers’ views on the likely effects of CAS calculators’ introduction.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did performance differences between male and female students change in Study 1?",{"text":118,"@type":114},"Study 1 found a widening of the gender gap in performance, favoring males.",{"name":120,"@type":111,"acceptedAnswer":121},"How did teachers generally respond to the introduction of CAS calculators?",{"text":122,"@type":114},"Teachers were generally positive about introducing CAS calculators and their impacts on teaching, student learning, and the curriculum.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},315981,1790070326,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Australian Senior Mathematics Journal 20 (2)  \n18  \nComputer algebra system calculators: Gender issues and teachers’ expectations  \nHelen J. Forgasz & Shirly Griffith  \nMonash University  \n\u003C[helen.forgasz@education.monash.edu.au](helen.forgasz@education.monash.edu.au)>  \nIn this paper we present findings from two studies focusing on computer  \nalgebra system (CAS) calculators. In Victoria, Australia, it is currently mandatory for students to use graphics calculators in some grade 12 mathematics examinations. Since 2001, a pilot study has been conducted involving Victorian Certificate of Education (VCE) students using CAS calculators instead of graphics calculators. From 2006–2008 the CAS calculator will be optional; from 2009 it is expected to replace the graphics calculator. The first study described here involves an exploration over a three-year time frame, 2002–2004, of male and female students’ results in the grade 12 Mathematical Methods subject in which students used graphics calculators and small numbers of students in the pilot study, Mathematical Methods (CAS) subject, who used CAS calculators. The findings indicated a widening of the gender gap in performance favouring males. In the second study, teachers’ views of the likely impact of the widespread use of CAS calculators were examined. Teachers were generally positive about the introduction of the CAS calculators and their impacts on teaching, student learning, and the curriculum. The implications of the findings of the two studies are discussed.  \nContext and background of the research  \nThe studies described in this paper were based in Victoria, Australia. In Victoria, guidelines for the use of technology in the mathematics curriculum are provided by the Victorian Curriculum and Assessment Authority (VCAA) . The curriculum document for the 11 compulsory years of schooling (P-grade 10) is the Curriculum and Standards Framework II [CSFII](Victorian Board of Studies [VBOS], 2000) . The sensible use of technologies including scientific, graphics and CAS calculators is advocated. for “concept development, as well as in technology-assisted approaches to problem solving, modelling and investigative activities” (VBOS, 2000, p. 8) . The Victorian Certificate of Education [VCE] covers grades 11 and 12. One of the outcomes stipulated for VCE Mathematics is “the effective and appropriate use of technology to  \nproduce results which support learning mathematics and its application indifferent contexts”(VCAA, 2005a, p.7) .  \nFor the years 2002–2004, the years of interest in the studies reported here, there were three grade 12 VCE mathematics subjects offered: Specialist Mathematics (the most challenging), Mathematical Methods (a prerequisite for most mathematics and science-related tertiary courses), and Further Mathematics (the least demanding option) . During these years, graphics calculators were mandated for the examinations in Mathematical Methods. Running parallel, and containing considerable amounts of common material to Mathematical Methods, was Mathematical Methods (CAS), a pilot project in which a small number of students from participating schools used CAS instead of graphics calculators.  \nIn December 2003, a consultation paper for the future assessment program for VCE mathematics in 2006 and beyond was published by the VCAA (2003). For the accreditation period commencing in 2006, all students would be able to study Mathematical Methods (CAS) or Mathematical Methods. Various models for the two examinations for each VCE subject offered were mooted. More recently:  \nIt has been foreshadowed by the VCAA that the two studies [Mathematical Methods and Mathematical Methods (CAS)] will merge into a single CAS enabled study in the accreditation period starting 2010. To this end and to support the development of CAS skills and teaching approaches, it has been foreshadowed that examiners in Mathematical Methods and Specialist Mathematics will assume student access to a CAS f","cbCaipT4w4ChYF69","https://ap.wps.com/l/cbCaipT4w4ChYF69","pdf",95233,13,"English","# Context and background of the research\n## Technology use in Victoria’s mathematics curriculum\n## VCE mathematics subjects and calculator requirements\n## Policy consultation and planned assessment changes\n## Stakeholder responses and equity concerns\n## Study aims and comparisons\n## Previous research","[{\"question\":\"What is the focus of the two studies in this paper?\",\"answer\":\"The paper examines CAS calculators through (1) participation and achievement comparisons between male and female students, and (2) teachers’ views on the likely effects of CAS calculators’ introduction.\"},{\"question\":\"How did performance differences between male and female students change in Study 1?\",\"answer\":\"Study 1 found a widening of the gender gap in performance, favoring males.\"},{\"question\":\"How did teachers generally respond to the introduction of CAS calculators?\",\"answer\":\"Teachers were generally positive about introducing CAS calculators and their impacts on teaching, student learning, and the curriculum.\"}]","Computer Algebra System Calculators - Gender Issues and Teachers’ Expectations | PDF",1789908741,33]