AbstractsMathematics

Analyses of covariance and independent samples t-tests were used to compare treatment and control groups based on the quantitative measures. The treatment instructor and students were able to integrate CAS technology into the classroom without difficulty. The instructor implemented the curriculum with fidelity but the discourse in the classroom did not reach the desired level. No significant difference was found between treatment and control students on the skills-based final exam, indicating that the introduction of CAS did not diminish procedural skill levels. No difference in procedural understanding based on the Framework was observed. The data indicated that the students viewed mathematics as learning how to do procedures. This philosophy of mathematics and the limited classroom discourse impeded progress towards learning other aspects of the Framework. Recommendations include changing classroom norms to foster more discussion and placing more emphasis on Framework-based understanding in the assessment structure and course grade.