Abstracts - Earli

level undergraduate courses. Computer Algebra Systems (CAS) are becoming widely availableand are increasingly used in university-level mathematics teaching. However, little is known aboutthe extent of CAS use in universities and the influences on the integration of CAS intoundergraduate curricula. Based on interviews with a number of mathematicians, I developed aquestionnaire study with two interconnected aims: firstly, to provide information about current useof CAS and secondly, to elicit mathematicians’ views on the factors affecting CAS integrationwithin mathematics departments. The study is cross-cultural in nature. I have sent thequestionnaire to 4,000 mathematicians in Hungary, the United Kingdom, and the United States.Currently, I am analyzing the responses of more than 900 mathematicians. In my talk, I willoutline models of current CAS integration in university mathematics teaching and characterise theviews of mathematicians about the role of CAS in future mathematics teaching. My hope is thatthe developed models will assist in better understanding of present CAS-enhanced teachingpractices and will contribute to the development of a warranted pedagogy for CAS and technologyuse in undergraduate mathematics teaching.Algebra problem solving in relation with the numerical systems used by Mayan students’ in themarket: An ethnographic studyMoramay Micalco, University of Barcelona, SpainEduardo Marti, University of Barcelona, SpainMerce Garcia-Mila, University of Barcelona, SpainThe present research aims at analyzing the psychological processes involved in the learning ofbasic algebra in a community (Mayan-Tseltal) that uses different numerical systems (decimal vs.vigesimal) depending on the context (school practices or community practices), and the years ofschooling. More concretely, we address the identification of mathematics invariants (Nunes, 1992)such as the distributive and associative properties in applying basic algebra when Mayan (Tseltal)students solve problems situated in their community practices (Brown, Collins, Duguid,1989). Weworked with six 15-16-year-old Tseltal-Mayan who live in the Guaquitepec community (Chilon,Chiapas). Three of these participants were schooled (more that 7 years of regular schooling) andthree were nonschooled. The methodology used to develop this research is ethnographic.Video oraudio recording was performed, according to what interfered least in the natural setting of theactivity. Also, all participants were interviewed in order to get detailed information about theprocedures and the numerical systems used. Taken cautiously, our preliminary results point atdifferences in the grouping strategies (related to associative and distributive properties) that Tseltalstudents apply when the approach problems in their everyday community practices according towhether they use a decimal or vigesimal numerical system. The decimal system is mainly used byschooled participants, which leads to a higher degree of abstraction in their strategies.Developing inductive reasoning within the content of mathematicsEleni Papageorgiou, Cyprus Pedagogical Institute, CyprusThis study aimed at the designing and evaluating a teaching program for the development ofstudents’ inductive reasoning within the content of mathematics. The proposed program was basedon Klauer’s theory of inductive reasoning, which defines six types of inductive reasoningproblems according to their reasoning and processing structures. Therefore, our teaching programemphasized the recognition of the different reasoning structures of the mathematics inductivereasoning problems and the cognitive strategies needed for their solution. This study was based onan experimental-control design and the six-week teaching program was implemented to theexperimental group for two 40-minute teaching periods per week. A written test, comprised of 21– 696 –