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  • Investigation and development of mathematics teacher knowledge on the use of CAS in the teaching of school algebra : potentials and obstacles for novice and experienced teachers.
  • A more refined examination of different types of spontaneous orchestrations of CAS by teachers in lower secondary school, with a special focus on school algebra (abstracted arithmetic, equation solving, functions and function modelling).
  • Investigate new formats to enhance teachers’ autonomous work with such orchestrations, including tools to assess the impact of specific CAS use on student learning.
  • To identify potentials and obstacles for the idea that CAS-use might serve to introduce students to more advanced mathematical topics and working modes (such as modeling, and simple theoretical reasoning).