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Conclusion: Teaching with CAS can raise student performance.
Technical University of Darmstadt
In a quasi-experimental study of 6 classes in grade 7 and 7 classes in grade 9, average performance increases were above the expected increase by all participating classes. Average gains were:
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| • | Class 7: ~12%; Class 8: ~6%; Class 9: ~10%, Class 10: ~12% |
 Reference: (Bruder 2008)
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Conclusion: Use of a Computer Algebra System (CAS) may have learning benefits when used to focus on learning math concepts, and may have motivational benefits.
SRI International
Researchers recommend that teachers use CAS features to focus on concepts, personalize the curricular sequence to fit student needs, and emphasize meaningful mathematical tasks. Although we await evidence based upon the strongest research designs, studies throughout the world consistently report benefits when teachers integrate CAS with an emphasis on learning math concepts.
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Reference: Center for Technology in Learning (2007), "Why should math teachers consider using technology with Computer Algebra Systems (CAS) features?" Research Note 10, Menlo Park, CA
Reference: Bohm, J., I. Forbes, et al. (2004). The Case for CAS. Munster, Germany, Westfalische Wilhelms-Universitat.
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Conclusion: CAS use in college calculus can increase student achievement.
United States Military Academy at West Point
An experimental study on CAS in a core calculus course found:
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| • | The experimental group attained a higher mean score than the control group on 13 of 20 items. |
| • | Among the 20 items, the only significant differences in mean scores (p < 0.05) were found in eight of the items favoring the experimental group. |
Reference: (Connors and Snook 2001)
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