Implementation of a computer algebra system in the calculus classroom: A multiple case study

A multiple case study traced teachers' classroom practice and beliefs about students' learning as a computer algebra system (CAS) is implemented in high school calculus classrooms. Four teachers' practices and beliefs during their implementation of a CAS were observed with an ongoing mentoring support by the researcher. Classroom interviews, observations, and written document data were collected over the course of a semester. Each teacher and all students were provided access to a CAS. The principal data analysis techniques used was grounded theory.; Although technology is a key component of the study, teachers' professional development is essential to its design. The professional development is designed to support classroom practice, particularly the implementation of the CAS. During the study teachers were involved in seminars based on the implementation of the CAS as a tool for the teaching and learning of calculus.; The teachers' beliefs about mathematics were very similar. They all agreed that mathematics is a creative, imaginative, growing, exploratory, and applicable subject. The teachers believed that their role is to help students construct their knowledge by providing structure, competence in procedural skills, and technology enhancement. As experienced teachers in the use of graphing calculators, the teachers felt that technology especially the CAS is important to help students learn Calculus. However, the methods and techniques needed to use the tool other than a checking device were problematic in the teachers' presentation and selection of classroom activities.; There were several influences on the teachers' implementation of the CAS. Some of the most significant factors were the time needed to change from a non-CAS to the new technology (CAS), AP exam requirements, textbook materials that support CAS, finding classroom activities that incorporate the CAS, and universities lack of support of CAS. The greatest challenge related to teaching methods needed to use the CAS to enhance student learning. Conflict between using the CAS as a checking device or a device that can enhance students' conceptual understanding was a constant discussion between the teachers and the researcher.