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The introduction of computer algebra systems (CAS) in Thuringian schools during the 2011/12 academic year marked a significant shift in mathematics education. This study aims to document how this change has fostered a more pupil-centric approach to teaching, reflecting on the unique implementation conditions in Thuringia. Unlike previous didactic studies, this research highlights the mandatory nature of CAS usage from grade 9 onwards and its impact on student engagement and learning outcomes in mathematics.
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On student-centering in mathematics teaching with computer algebra, Matthias Müller
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- 2019
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