Abstract
The study described investigated the choices made and the strategies used by students to solve problems in a classroom which provided access to a computer algebra system (CAS). A ‘technology-neutral’ mathematics question which was attempted by approximately equal numbers of students using CAS and traditional pencil-and-paper (P/P) approaches revealed that students who used the latter approach were more successful than their CAS counterparts. Reasons for this imbalance are discussed including the difficulties faced by CAS-preferred students in developing higher level mathematical skills. It is concluded that every effort should be made to design questions that cater for both approaches, while being fully aware of the cognitive hurdles faced by students when utilizing graphing software.
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