Potential factors influencing senior secondary students' use of CAS calculators in mathematics

The following paper reports on certain aspects of the quantitative analysis of data collected from 367 participants across six Victorian secondary schools in Australia. The data was collected using the Mathematics and Technology Attitudes Scale (MTAS) developed by Pierce, Stacey and Barkatsas (2007) which measures five affective variables examining students' learning with technology in mathematics. Using ANOVA techniques, statistically significant differences were found between the MTAS variables and gender, school, grade, year level and years of CAS experience.