Conclusion
What I have tried to point out in this paper with the examples of linear algebra work is that, as a mathematician, one does not need to be completely committed to using CAS nor drastically change teaching styles in order to devise some interesting CAS activities. Certainly, CAS are by and large black boxes which could easily be misused. Certainly, CAS work can entail a lot of fussing with syntax and other technical difficulties. But with thought, care, and experience, there are activities that can engage most students in a mathematical idea or confront them with unexpected results. In the process, students can become mathematically curious, and that is by itself a rewarding payoff.
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Hillel, J. (2001). Computer Algebra Systems in the Learning and Teaching of Linear Algebra: Some Examples. In: Holton, D., Artigue, M., Kirchgräber, U., Hillel, J., Niss, M., Schoenfeld, A. (eds) The Teaching and Learning of Mathematics at University Level. New ICMI Study Series, vol 7. Springer, Dordrecht. https://doi.org/10.1007/0-306-47231-7_33
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