CAS Enabled Devices as Provocative Agents in the Process of Mathematical Modelling

This paper considers the potential of Computer Algebra Systems (CAS) to enhance the processes associated with mathematical modelling and application tasks. In doing so, the role of technology in the cyclical development of mathematical models is considered in relation to current literature in this area. The analysis of data drawn from a one year study of three different secondary school classrooms indicates that CAS enabled technologies have a role to play as provocateurs of productive student-student-teacher interaction in both small group and whole class settings. Background This paper investigates the nature of the potential partnership between two powerful thinking tools – mathematical modelling and computer algebra systems (CAS) – in teaching and learning mathematics in the senior secondary school. Mathematical modelling – formulating a mathematical representation of a real world situation, using mathematics to derive results, and interpreting the results in terms of the given situation – is a significant element of the senior mathematics syllabuses in Queensland, Australia and appears, as applications of mathematics, in the curriculum documents of most other Australian states. As CAS enabled technologies are developing increasing acceptance in mainstream mathematics instruction there is need to explore and understand the synergies that might be developed between these technologies and curren