Abstract
Computer algebra systems (CAS) were originally designed for mathematicians, scientists, and engineers, and their implementation into education, and especially into schools, is still very much in its infancy. This situation is reflected in the research on CAS and hence our ability to describe the influence of CAS on student learning in algebra. This chapter synthesises key results from research related to using CAS in algebra from two broad perspectives: firstly, the issues of curriculum, assessment, and teaching; and secondly, that of student learning. Our analysis supports the view that CAS has much to offer the teaching and learning of algebra, but that real benefits may accrue only from thoughtful and structured approaches which take into account the perspectives of the student and teacher, and the intricacies of the relationships between student, teacher, and CAS. In writing the chapter we are mindful that many more questions than answers have emerged and we have included a significant number of these in the hope that they may give impetus and direction to research in the area.
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