Abstract
This chapter contrasts the experiences of two secondary teachers from different education jurisdictions in relation to the adoption of computer algebra systems (CAS) as a supporting technology for teaching mathematical modelling. The study reveals that the differing dispositions and beliefs of these teachers were highly influential in the degree to which CAS-enhanced mathematical modelling was introduced into their classrooms. Thus, the role of technology, specifically CAS, within theoretical models of the process of mathematical modelling, can be viewed as variable and situational rather than fixed.
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Geiger, V. (2011). Factors Affecting Teachers’ Adoption of Innovative Practices with Technology and Mathematical Modelling. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_31
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DOI: https://doi.org/10.1007/978-94-007-0910-2_31
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