Using computer algebra systems in mathematical classrooms

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 metacognitive
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