The stability of mathematics students' beliefs about working with CAS

In Victoria, Australia, senior secondary mathematics students are expected to use technology and thus need to make decisions about using pen-and-paper (P&P) or technology when solving mathematics problems. The predominant technology is a Computer Algebra System (CAS). This study investigated the beliefs about CAS held by twelve Year 11 students as they learnt to use CAS and whether these beliefs were stable over time. These students held a range of beliefs related to the usefulness of CAS, speed of CAS compared to P&P, whether CAS is proper mathematics, choice of CAS or P&P, ease of use, the correctness of answers and solving problems in Mathematical Methods (i.e. the mathematics subject studied). Beliefs are often described as being stable (e.g. McLeod, 1992), but some researchers stress stability needs to be determined empirically rather than being seen as a characteristic of beliefs (e.g. Liljedahl et al., 2012). For this sample of students, stability (rather than instability) is a feature of students' beliefs about CAS.