This page contains a list of our publications related to use of technology for the teaching and learning of mathematics, with some downloads. The main focus is on using computer algebra systems in schools. This list also includes information regarding Doctoral and Masters Theses completed.

2007 Publications

Ball, L., & Stacey, K. (2007) Using technology in high-stakes assessment: how teachers balance by-hand and automated techniques.  In Lim, C-S et al. Proceedings of EARCOME4 2007  4th East Asia Regional Conference on Mathematics Education.  (pp 90 – 97) Universiti Sains Malaysia, Penang, Malaysia

Pierce, R. & Stacey, K. ( 2007). Developing algebraic insight. Mathematics Teaching 203 (12-16).

Pierce, R. & Stacey, K. (in press). Using pedagogical maps to show the opportunities afforded by CAS for improving the teaching of mathematics. Australian Senior Mathematics Journal.

Stacey, K. (2007) From functional to pedagogical use of CAS. Paper presented at USACAS 2007, Aurora Illinois, June 16 – 17, 2007.

2006 Publications

Ball, L. & Stacey, K. (2006). Coming to appreciate the pedagogical uses of CAS. In J, Novotná, H. Moraová, M. Krátká & N. Stehliková (Eds.) Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education. Prague: PME. (Vol. 2, pp.105-112).

2005 Publications

Ball, L. & Stacey, K. (2005). Teaching strategies for developing judicious technology use. In W. J. Masalski & P. C. Elliott (Eds.), Technology-Supported Mathematics Learning Environments (2005 National Council of Teachers of Mathematics Yearbook, pp. 3-15). Reston, VA: NCTM

Ball, L. & Stacey, K. (2005). Good CAS written records: Insight from teachers. In H. L. Chick & J. L. Vincent (Eds.) Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education. Melbourne: PME. (Vol. 2, pp.113-120).

Ball, L. & Stacey, K. (2005).Students’ views on using CAS in senior mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building Connections: Theory, Research and Practice . Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 121-128). Sydney: MERGA.

Ball, L., & Stacey, K. (2005). Middle school CAS: Opportunities and challenges for teachers and students. In J. Mousley, L. Bragg, & C. Campbell (Eds.), Mathematics - Celebrating Achievement 100 . Proceedings of the 41st Annual Conference of the MAV (pp. 25-34). Melbourne: Mathematical Association of Victoria.

Garner, S. and Pierce, R. (2005). CAS: to everything there is a season. In Mathematics : Celebrating Achievement. (Proceedings of the 42nd annual Conference of the Mathematical Association of Victoria, CD-ROM). Melbourne: MAV.

Kendal, M., Stacey, K., & Pierce, R. (2005). The influence of a computer algebra environment on teachers’ practice. In D. Guin, K. Ruthven & L. Trouche (Eds.), The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument. (pp. 83-112). New York: Springer.   ISBN 0-387-23158-7. Springer Science + Business Media, Inc., New York.

Stacey, K. (2005). Accessing Results from Research on Technology in Mathematics Education.  Australian Senior Mathematics Journal. 19 (1), pp. 8-15.

2004 Publications

Ball, L. (2004). Researchers and teachers working together to deal with the issues, opportunities and challenges of implementing CAS into the senior secondary mathematics classroom. In E. Schneider (Ed.), Zentralblatt für Didaktik der Mathematik, 36(1), 27-31.

Ball, L. (2004). Emerging practices for recording written solutions in a CAS classroom. In J.B. Lagrange, M. Artigue, D. Guin, C. Laborde, D. Lenne, & L. Trouche (Eds.), On line proceedings of the ITEM conference, Reims, June 2003. www.reims.iufm.fr /Recherche/

Ball, L., & Pierce, R. (2004). CAS: Trainer wheels for algebra using the TI89. In B. Tadich, S. Tobias, C. Brew, B. Beatty, & P. Sullivan (Eds.), Towards excellence in mathematics. Proceedings of the 40th Annual Conference of the MAV (pp. 13-21). Melbourne: Mathematical Association of Victoria.

Ball, L., & Stacey, K. (2004). A new practice evolving in learning mathematics: Differences in students’ written records with CAS. In M. Johnsen Høines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen: PME. (Vol. 2, pp.87-94).

Bardini, C., Pierce, R. U., & Stacey. K. (2004). Teaching linear functions in context with graphics calculators: Students' responses and the impact of the approach on their use of algebraic symbols. International Journal of Science and Mathematics Education, 2, 353-376..

Pierce, R., & Stacey, K. (2004). Learning to use CAS: Voices from a classroom. In M. Johnsen Høines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen: PME. (Vol. 4, pp.25-32).

2003 Publications

Ball, L. (2003). Communication of mathematical thinking in examinations: Features of CAS and non-CAS student written records for a common year 12 examination question. The International Journal of Computer Algebra in Mathematics Education, 10(3), 183-194.

Ball, L. (2003). Communication of mathematical thinking in examinations: A comparison of CAS and non-CAS student written responses. Paper presented at the 2003 Symposium on Computer Algebra in Mathematics Education. Available from: http://ltsn.mathstore.ac.uk/came.

Ball, L., Pierce, R., & Stacey, K. (2003). Recognising equivalent algebraic expressions: An important component of algebraic expectation for working with CAS. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, Honolulu: PME. (Vol. 4, pp.15-22).

Ball, L., & Stacey, K. (2003). What should students record when solving problems with CAS? Reasons, information, the plan and some answers. In J. T. Fey, A. Cuoco, C. Kieran, L. Mullin, & R. M. Zbiek (Eds.), Computer Algebra Systems in Secondary School Mathematics Education (pp. 289-303). Reston, VA: The National Council of Teachers of Mathematics.

Flynn, P. (2003). Using assessment principles to evaluate CAS-permitted examinations. The International Journal of Computer Algebra in Mathematics Education, 10(3), 195-213.

Flynn, P. (2003). Adapting “Problems to Prove” for CAS-permitted examinations. The International Journal of Computer Algebra in Mathematics Education, 10(2), 103-121.

Flynn, P. (2003). Using assessment principles to evaluate CAS-permitted examinations. Paper presented at the 2003 Symposium on Computer Algebra in Mathematics Education. Available from: http://ltsn.mathstore.ac.uk/came.

Kendal, M., & Stacey, K. (2003). Tracing Learning of Three Representations with the Differentiation Competency Framework. Mathematics Education Research Journal, 15(1), 22-41.

Stacey, K. (2003). Using computer algebra systems in secondary school mathematics: Issues of curriculum, assessment and teaching.. In W-C. Yang, S-C. Chu, T. de Alwis & M-G. Lee (Eds.), Proceedings of the 8th Asian Technology Conference in Mathematics (pp. 40-54). USA: ATCM.

Tynan, D. (2003). Student caricatures in a CAS classroom. In B. Clarke, A. Bishop, R. Cameron, H. Forgasz, & W. Tiong Seah (Eds.), Making Mathematicians. Proceedings of the 40th Annual Conference of the MAV (pp. 311-319). Melbourne: Mathematical Association of Victoria.

Yang, W.C., Butler, D., Cnop, I., Isoda, M. Lee P.Y., Stacey, K. Wong K. Y.(2003) A Global View of Curriculum Issues on Mathematics with Technology. In W.C. Yang, S.C. Chu, T. de Alwis, M.G. Lee (Eds) Proceedings of Eighth Asia Technology Conference in Mathematics, December 15-19, 2003, (pages 57-71) Chung Hua University, Hsin-Chu, Taiwan.

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2002 Publications

Asp, G., Ball, L., Flynn, P., & Stacey, K. (2002). Expanding algebra by substituting CAS. In C. Vale, J. Roumeliotis, & J. Horwood (Eds.), Valuing Mathematics in Society. Proceedings of the 39th Annual Conference of the MAV (pp. 348-364). Melbourne: Mathematical Association of Victoria. (View pdf)

Ball, L. (2002). So, what do I write down? I've solved the whole problem using CAS.
In J. Böhm (Ed.), VISIT-ME 2002, Proceedings of the Vienna International Symposium on Integrating Technology in Mathematics Education, Vienna, Austria (CD). bk teachware Series “Support in Learning” no. SR-31, ISBN 3-901769-49-8. (View pdf)

Flynn, P. (2002). Adapting “problems to prove” for CAS-permitted examinations. In J. Böhm (Ed.), VISIT-ME 2002, Proceedings of the Vienna International Symposium on Integrating Technology in Mathematics Education, Vienna, Austria (CD). bk teachware Series “Support in Learning” no. SR-31, ISBN 3-901769-49-8. (View pdf)

Flynn. P., & Asp, G. (2002). Assessing the potential suitability of "show that" questions in CAS-permitted examinations. In B. Barton, K. C. Irwin, M. Pfannkuck, & M. O. J. Thomas (Eds.), Mathematics Education in the South Pacific. Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 252-259). Syndey: MERGA. (View pdf)

Flynn, P., Berenson, L., & Stacey, K. (2002). Pushing the pen or pushing the button: A catalyst for debate over future goals for mathematical proficiency in the CAS-age. Australian Senior Mathematics Journal, 16(2), 7-19. (View pdf)

Garner, S. (2002). "I can do maths now": How does CAS affect the teaching and learning of year 12 mathematics? In C. Vale, J. Roumeliotis, & J. Horwood (Eds.), Valuing Mathematics in Society. Proceedings of the 39th Annual Conference of the MAV (pp. 389- 400). Melbourne: Mathematical Association of Victoria.

Garner, S. (2002). 'The ends and sides of a topic': How has the use of the CAS calculator affected the teaching and learning of mathematics in the year 12 classroom? In M. Goos & T. Spencer (Eds.), Mathematics making waves. Proceedings of the 19th Biennial Conference of the Australian Association of Mathematics Teachers.CD-ROM. Adelaide: AAMT.

Kendal, M., & Stacey, K. (2002). Teachers in transition: Moving towards CAS-supported classrooms. In E. Schneider (Ed.), Zentralblatt für Didaktik der Mathematik, 34(5), 196-203. (View pdf)

Kendal, M., Stacey, K., & Pierce, R. (2002). L'influence des environnements de calcul formel sur les modes de travail des enseignants. In D. Guin & L. Trouche (Eds. and Trans.), Calculatrices symboliques transformer un outil en un instrument du travail mathématique: un problème didactique (pp. 117-150). Grenoble: La Pensée Sauvage. (View pdf)

Pierce. R., & Stacey, K. (2002). Algebraic Insight: The algebra needed to use computer algebra systems. Mathematics Teacher, 95(8), 622-627.

Pierce. R., & Stacey, K. (2002). Monitoring effective use of computer algebra systems. In B. Barton, K.C. Irwin, M. Pfannkuck, & M. O. J. Thomas (Eds.), Mathematics Education in the South Pacific. Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 575-582). Sydney: MERGA. (View pdf)

Pierce, R., & Stacey, K. (2002). Establishing a framework for monitoring progress and planning teaching towards effective use of CAS. Manuscript submitted for publication.

Stacey, K. (2002). Challenges to mathematics assessment from new mathematical tools. In D. Edge & B. H.Yeap (Eds.), Mathematics Education for a Knowledge-Based Era. Proceedings of Second East Asian Regional Conference on Mathematics Education (Vol. 1, pp. 11-16). Singapore: Association of Mathematics Educators.

Stacey, K., Kendal, M., & Pierce, R. (2002). Teaching with CAS in a time of transition. The International Journal of Computer Algebra in Mathematics Education, 9(2), 113-127. (View pdf)

Stillman, G., & Stacey, K. (2002). Designing an application task for Mathematical Methods using AIDS data. In C. Vale, J. Roumeliotis, & J. Horwood (Eds.), Valuing Mathematics in Society. Proceedings of the 39th Annual Conference of the MAV (pp. 470-480) Melbourne: Mathematical Association of Victoria. (View pdf)

Stillman, G. (2002). Students' models, methods, limitations and assumptions for an application task in a CAS calculator environment. In M. Goos & T. Spencer (Eds.), Mathematics making waves. Proceedings of the 19th Biennial Conference of the Australian Association of Mathematics Teachers.CD-ROM. Adelaide: AAMT.

Tynan, D. (2002). Re-learning in a CAS-aided classroom - a teacher reflects. In M. Goos & T. Spencer (Eds.), Mathematics making waves. Proceedings of the 19th Biennial Conference of the Australian Association of Mathematics Teachers.CD-ROM. Adelaide: AAMT

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2001 Publications

Ball, L. (2001). Solving equations: Will a more general approach be possible with CAS? In H. Chick, K. Stacey, J. Vincent, & J. Vincent (Eds.), The Future of the Teaching and Learning of Algebra. Proceedings of the 12th ICMI study conference (Vol.1,. pp.48-52). Melbourne: The University of Melbourne. (View pdf)

Ball, L., & Stacey, K. (2001). New literacies for mathematics: A new view of solving equations. The Mathematics Educator, 6(1), 55-62. (View pdf)

Ball, L., Leigh-Lancaster, D., & Stacey, K. (2001). Teaching senior maths with CAS: Major issues for curriculum, assessment and teaching. In C. Vale, J. Horwood, & J. Roumeliotis (Eds.), 2001 A Mathematical Odyssey. Proceedings of the 38th Annual Conference of the MAV (pp. 265- 275) Melbourne: Mathematical Association of Victoria. (View pdf)

Ball, L., Stacey, K., & Pierce, R. (2001). Assessing algebraic expectation. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 66-73). Sydney: MERGA. (View pdf)

Flynn, P. (2001). Examining mathematics with CAS: Issues and possibilities. In C. Vale, J. Horwood, & J. Roumeliotis (Eds.), 2001 A Mathematical Odyssey. Proceedings of the 38th Annual Conference of the MAV (pp. 285-298). Melbourne: Mathematical Association of Victoria. (View pdf)

Flynn, P., & McCrae, B. (2001). Issues in assessing the impact of CAS on mathematics examinations. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 210-217). Sydney: MERGA. (View pdf)

Kendal, M., & Stacey, K. (2001). Influences on and factors changing technology privileging. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 217-224). Utrecht: PME.

Kendal, M., & Stacey, K. (2001). Influences on and factors changing technology privileging. In H. Chick, K. Stacey, J. Vincent, & J. Vincent (Eds.), The Future of the Teaching and Learning of Algebra. Proceedings of the 12th ICMI study conference (Vol.2, pp.360-367). Melbourne: The University of Melbourne.

Kendal, M., & Stacey, K. (2001). The impact of teacher privileging on learning differentiation with technology. International Journal of Computers for Mathematical Learning, 6, 143-165.

McCrae, B., & Flynn, P. (2001). Assessing the impact of CAS calculators on mathematics examinations. In B. Lee (Ed.), Mathematics Shaping Australia. Proceedings of the 18th Biennial Conference of the Australian Association of Mathematics Teachers. CD-ROM. Adelaide: AAMT.

Pierce, R., & Stacey, K. (2001). Reflections on the changing pedagogical use of computer algebra systems: Assistance for doing or learning mathematics? Journal for Computing in Mathematics and Science Teaching, 20(2), 143-146. (abstract)

Pierce, R., & Stacey, K. (2001). Observations on students' responses to learning in a CAS Environment. Mathematics Education Research Journal, 13(1), 28-46. (View pdf)

Pierce, R., & Stacey, K. (2001). A framework for algebraic insight. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 418-425). Sydney:MERGA. (View pdf)

Stacey, K. (2001). Teaching with CAS in a time of transition. Keynote paper Utrecht, July 2001. CAME 2001 Symposium: Communicating Mathematics through Computer Algebra Systems, Freudenthal Institute, Utrecht University, Netherlands, July 18-19, 2001, http://www.lonklab.ac.uk/came/ (View pdf)

Stacey, K., & Ball, L. (2001). How might computer algebra change senior mathematics: The case of trigonometry.  In B. Lee (Ed.), Mathematics Shaping Australia. Proceedings of the 18th Biennial Conference of the Australian Association of Mathematics Teachers. CD-ROM. Adelaide: AAMT.

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2000 Publications

Kendal, M., & Pierce, R. (2000). Exploring possibilities: Teaching with computer algebra. In M. Bulmer, B. McCrae, & K. Stacey (Eds.), Proceedings of the Mathematics 2000 Festival (10-13th January), University of Melbourne (pp. 83-90). Adelaide, S.A: AAMT.

Kendal, M., & Stacey, K. (2000). Acquiring the concept of derivative: Teaching and learning with multiple representations and CAS. In T. Nakahara & T. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, Hiroshima, Japan: PME. (Vol. 3, pp.127-134). (View pdf)

McCrae, B., Asp, G., & Kendal, M. (2000). Teaching calculus with CAS. In W. Maull & J. Sharp (Eds.), ICTMT-4: Proceedings of The Fourth International Conference on Technology in Mathematics Teaching (University of Plymouth, 9 -13 August 1999). University of Plymouth: Centre for Teaching Mathematics.

Pierce, R., & Kendal, M. (2000). Exploring functions with a super-calculator. In J. Wakefield (Ed.), Mathematics: Shaping the Future. Proceedings of the 37th Annual Conference of the MAV (pp. 272-277). Melbourne: Mathematical Association of Victoria.

Pierce, R. & Stacey, K. (2000). Algebraic Insight and students' use of DERIVE. In T.C. Etchells, L.C. Leinbach & D.C. Poutnet (Eds.), Proceedings of the 4th International DERIVE/TI92-89 Conference: Computer Algebra in Mathematics Education, Liverpool, UK. (CD). bk teachware series "support in learning" no. SL-16. http://series.bk-teachware.com

Stacey, K. (2000). Telling the whole of the maths story: How can we keep the plot with graphics calculators? Australian Mathematics Teacher, 56(4), 17-20. (View pdf)

Stacey, K., Asp, G., & McCrae, B. (2000). Goals for a CAS-active senior mathematics curriculum. In M. O. J. Thomas (Ed.), Proceedings of TIME 2000 An International Conference on Technology in Mathematics Education December 11-14, 2000 (pp. 244-252). Auckland, New Zealand: The University of Auckland and Auckland University of Technology.

Stacey, K., Ball, L., Asp, G., McCrae, B., & Leigh-Lancaster, D. (2000). Towards a VCE mathematics subject which actively uses CAS.  In J. Wakefield (Ed.), Mathematics: Shaping the Future. Proceedings of the 37th Annual Conference of the MAV (pp. 47-63). Melbourne: Mathematical Association of Victoria.

Stacey, K., McCrae, B., Chick, H., Asp, G., & Leigh-Lancaster, D. (2000). Research-led policy change for technologically-active senior mathematics assessment. In J. Bana & A. Chapman (Eds.), Mathematics Education Beyond 2000. Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia (pp. 572-579). Freemantle: MERGA. (View pdf)

Research in Computer Algebra Systems in Schools: Collected Papers. DSME Preprint 4/2000, DSME, University of Melbourne.

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Selected CAS publications prior to 2000

Kendal, M., Orrin, G., & Muir-Smith, L. (1999). Differentiating into the 21st Century. In N. Scott, D. Tynan, G. Asp, H. Chick, J. Dowsey, B. McCrae, J. McIntosh, & K. Stacey (Eds.), Across the Ages. Proceedings of the 36th Annual Conference of the MAV (pp. 239-247). Melbourne: Mathematical Association of Victoria.

Kendal, M., & Stacey, K.(1999). CAS, calculus and classrooms. In O. Zaslavsky (Ed.), Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, 129-136). Haifa, Israel:PME. (View pdf)

Kendal, M., & Stacey, K. (1999). Varieties of teacher privileging for teaching calculus with computer algebra systems. International Journal of Computer Algebra in Mathematics Education 6(4), 233-247. (abstract)

McCrae, B., Asp, G., & Kendal, M. (1999). Learning calculus with supercalculators. In J. M. Truran & K. M. Truran (Eds.), Making the Difference. Proceedings of 22nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 359-364). Sydney: MERGA

Pierce, R. (1999). Computer algebra systems facilitate positive learning strategies. In J. M. Truran & K. M. Truran (Eds.), Making the Difference. Proceedings of the 22nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 446-453). Sydney: MERGA.

Pierce, R., & Kendal, M. (1999). Using Computer Algebra Systems to Promote Inquiry.In N. Scott, D. Tynan, G. Asp, H. Chick, J. Dowsey,B. McCrae, J. McIntosh & K. Stacey (Eds.), Across the Ages. Proceedings of the 36th Annual Conference of the MAV (pp. 312-315). Melbourne: Mathematical Association of Victoria.

Tynan, D., & Asp, G. (1998). Exploring the Impact of CAS in Early Algebra. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching Mathematics in New Times. Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, 621-628) Brisbane: MERGA

Tynan, D., Stacey, K., Asp, G., & Dowsey, J. (1995). Doing mathematics with new tools: New patterns of thinking. In B. Atweh & S. Flavel (Eds.), Galtha. Proceedings of the 18th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 543-549). Darwin: MERGA

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Theses completed related to technology in mathematics education

Doctor of Philosophy

Kendal, M. (2002). Teaching and learning introductory differential calculus with a computer algebra system. Unpublished doctoral thesis, University of Melbourne, Australia.
See publications above.
Thesis available through the Australian Digital Theses Project.

Pierce, R. (2002). An exploration of algebraic insight and effective use of computer algebra systems. Unpublished doctoral thesis, University of Melbourne, Australia.
See publications above.
Thesis available through the Australian Digital Theses Project.

Vincent, J. (2003). Mechanical linkages, dynamic geometry software, and argumentation: Supporting a classroom culture of mathematical proof. Unpublished doctoral thesis, University of Melbourne, Australia.

Master of Education

Brown, J. (2003). An insight into student understanding of functions in a graphing calculator environment.

Katz. L. (2002). The use of laptop computers in the year 10 mathematics classroom.

Mesiti, C. (2002). An investigation of the effects of a graphics calculator based approach on the learning and teaching of year 8 equation solving.

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