Upper secondary school teachers’ views on CAS from an epistemic and pragmatic point of view

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


This paper reports on Faroese upper secondary school teachers’ perspectives on the benefits and challenges of using Computer Algebra Systems (CAS) in their mathematics classroom. The aim is to investigate to what extent teachers view CAS as a pragmatic calculating tool or as a contribution to mathematical learning, furthermore how they see CAS affecting students’ representation competency. Eight mathematics teachers from all five upper secondary schools in the Faroe Islands were interviewed using semi-structured interviews focusing on pragmatic value, epistemic value as well as representation competency. Hereafter, thematic analysis of the interviews was conducted. The analysis suggests that the teachers primarily see CAS as an advanced calculator and to a lesser extent a pedagogical tool supporting the students’ mathematical understanding. The visual aspects of CAS are seen as advantageous to support the students’ development of representation competency.
Original languageEnglish
Title of host publicationProceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
EditorsPaul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya
Place of PublicationBudapest
Number of pages8
ISBN (Electronic)978-963-7031-04-5
Publication statusPublished - 2023

Publication series



  • Teachers’ views
  • CAS
  • representation competency
  • epistemic and pragmatic value of techniques


Dive into the research topics of 'Upper secondary school teachers’ views on CAS from an epistemic and pragmatic point of view'. Together they form a unique fingerprint.

Cite this