Canadian Survey Overview and Results
As part of our study in Spring 2009, we conducted a national online survey, in both French and English, regarding the use of Computer Algebra Systems (CAS) in post-secondary mathematics teaching. Of the estimated 2300 mathematicians working at Canadian universities and CÉGEPs (Québec), 302 took part in our 32-item survey, which featured both Likert-scale ranking and open-response items. Our survey was based on a similar international survey of mathematicians from the United Kingdom, United States, and Hungary (Lavicza, 2008), with minor changes made to reflect the Canadian context.
Buteau, C., Jarvis, D. H., & Lavicza, Z. (2014). On the integration of Computer Algebra Systems (CAS) by Canadian mathematicians: Results of a national survey. Canadian Journal of Science, Mathematics and Technology Education, 14(1), 35-57.
Abstract: In this paper, we outline the findings of a Canadian survey study (N=302) which focused on the extent of CAS-based technology use in post-secondary mathematics instruction. Results suggest that a considerable number of Canadian mathematicians use CAS in research and teaching. CAS use in research was found to be the strongest factor affecting CAS integration in teaching. Mathematicians believe that CAS is becoming an integral part of contemporary mathematics knowledge. Two main factors impeding CAS integration are the departmental culture, and, the time required for designing CAS-based resources. Mathematicians mostly incorporate CAS use into assignments, and much less for in-class tests and final examinations. CAS integration in teaching remains a predominantly individual initiative.