Abstract
To say that the use of a Computer Algebra System (CAS) will revolutionize the learning of Mathematics has become a common place remark. However, main research into the implications of CAS on teaching and learning is either theoretical, with no classroom examples, or practical without any general views. To overcome this problem we have started a study for the French Ministry of Education which is based on practical classroom examples, but which also aims at development of general views and identification of possible changes in curriculum and teaching practice in higher education. Our first experiments show that the use of CAS is only helpful to students who already have a certain knowledge of Mathematics. But the experiments also show that CAS may be used for detecting difficulties in learning of those who do not have this knowledge. In this paper some principles are presented which should underpin the design of new curricula and new practices of teaching.
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