Procedural mathematical knowledge and use of technology by senior high school students

The article at hand deals with students’ procedural knowledge, the frequency of technology use (CAS, graphics calculators) during mathematics education in upper secondary level and their self-assessed knowledge. In this study, participating students (representative sample Austrian high school final year, n=455) had to solve procedural, curriculum-related tasks without any aids (neither nor formula booklets). We examined how classroom affects success rate on tasks. On average, GeoGebra or graphic calculators CAS are used once a week by teacher class, respectively, unexpectedly, there is no significant correlation between knowledge acquired. Regardless solving tasks, for as rather high.