Kemp, Andrew David (2013) A critical appraisal of the differences between high-stakes terminal mathematics examinations that require the use of computer algebra systems and those where this technology is prohibited. PhD thesis, University of Warwick.

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Abstract

In recent years within the field of Mathematics Education, the role of technology has
been an area of intense interest. Surprisingly the impact of technology use on assessment
has been less considered. This thesis explores the differences between two high-stakes
examinations, one where the use of Computer Algebra Systems (CAS) is required, and one
where CAS is prohibited. Key questions in this comparison explore the extent to which
CAS would trivialize current assessments, whether CAS-required assessments necessitate
more high-level thinking, and whether CAS has a more pronounced impact upon certain
topic areas.
To address these questions, a content analysis methodology was adopted. Texts for
comparison were questions from two examination bodies; the Australian VCAA board,
which has a CAS-required examination, and the English MEI group, which has a CASprohibited
examination. Test items [n=370] from VCAA and MEI examination papers
covering 2009-2011 were categorised according to two criteria. Firstly according to the
level of impact of CAS-use using the categories: CAS-Proof, CAS-Optional, CAS-Trivial
and CAS-Essential. Secondly according to the level of conceptual difficulty using three
levels Mechanical, Interpretive and Constructive based on a variant of Bloom’s Taxonomy.
When comparing these CAS and non-CAS examinations, a similar distribution of
questions across the levels of impact and cognitive difficulty scales was found, with the
exception of calculus questions where a significantly larger proportion of questions in non-
CAS examination were of a mechanical nature and considered CAS-Trivial.
CAS offers the potential to enable a radical rewrite of school mathematics and of
assessment practice. However in this study the impact of assumed CAS-use on the test
items studied appeared to be quite restricted. Given the critical place of assessment in
school mathematics, understanding the differences CAS-required and CAS-prohibited
assessments in similar syllabi makes a useful original contribution to researching use of this
technology.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education Q Science > QA Mathematics
Library of Congress Subject Headings (LCSH):	Algebra -- Data processing, Mathematics -- Examinations -- Evaluation, Mathematics -- Study and teaching
Official Date:	September 2013
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Johnston-Wilder, Sue; Hammond, Michael, 1956-
Extent:	xiii, 264 leaves : illustrations, charts.
Language:	eng

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