Issues Arising When Teachers Make Extensive Use of Computer Algebra

This paper focuses on two teachers, who had hitherto made no use of Derive with their classes, who agreed to make regular use of Derive with one of their classes over the course of one year. The teachers present an account of what they did. This forms the basis for a discussion of time issues in using Derive, the use of materials, pressures on teachers which influence their use of Derive and the ‘immediacy’ of Derive.