Abstract
Abstract This paper describes a research whose main focus is the use of Computer Algebra Systems (CAS) in mathematical classrooms and the didactical possibilities linked with its use. The possibilities of integrating Self‐Regulated Learning (SRL) within the CAS environment are brought into focus. Forty‐three Israeli students (mean age 13.3) were assigned to two learning algebraic groups. The first group received explicit meta‐cognitive SRL with CAS (CAS + SRL); the second group was exposed to CAS without SRL (CAS). Empirical results from the experimental and case study designs revealed that (CAS + SRL) students outperformed (CAS) students on algebraic thinking and that (CAS + SRL) students regulated their learning more effectively.
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