Factors Influencing the Integration of Computer Algebra Systems into University-Level Mathematics Education

Computer Algebra Systems (CAS) are increasing components of university-level mathematics education. However, little is known about the extent of CAS use and the factors influencing its integration into university curricula. Pre-university level studies suggest that beyond the availability of technology, teachers ’ conceptions and cultural elements are key factors in technology integration into mathematics teaching and learning. This article reports on interviews, examining mathematicians ’ conceptions of CAS and its pedagogic uses, conducted with 22 mathematicians in three countries, Hungary, United Kingdom, and United States. The findings showed some similarities, but numerous differences, with school-level studies. In the article, I shall outline the methodological approach of the study, discuss some preliminary results from my data analysis, and compare my results with findings of school-level studies