1 Towards relating procedural and conceptual knowledge by CAS

Abstract. The degree to which mathematics learning is successfully attained, depends on the degree to which learner can successfully cope with the coordination of different mathematical entities (competences, activities, knowledge types, representations, etc.). In order to promote links between procedural and conceptual knowledge by CAS, learners should be required to (1) relate mathematics in question to available CAS techniques and vice versa; and (2) solve problems in a process way as well as an object way by coordinating different representations. The fulfilment of these two requirements is illustrated for tasks from the upper secondary education concerning functions, equations and inequalities. These requirements help learners ’ use CAS in a functional and strategic way. In order to use CAS in a pedagogical way as well, learning mathematics through multimedia design may be applied, where multimedia lessons can be realized in the form of HTML files linking text, pictures, screen shots, video clips captured by a screen recorder, etc. Having in mind difficulties in promoting P-C links caused by CAS as well as potential obstacles in learning mathematics through multimedia design, teachers may scaffold their students through instruction that makes use of minimalism. Directions for further research are included