The influence of teacher perceptions and teaching approaches on senior secondary mathematics students' use of CAS calculators

The focus of this paper is to examine the extent to which teacher perceptions and approaches to CAS calculator use influence whether students utilise this technology in senior secondary mathematics. Using an embedded multiple case study approach, data were collected from two Year 11 and two Year 12 mathematics classes and their respective teachers. While the results presented highlight the key role of the teacher in fostering a CAS environment, other contextual factors also need to be taken into consideration.