1 EMERGING PRACTICES FOR RECORDING WRITTEN SOLUTIONS IN A CAS CLASSROOM

Written solutions for mathematical problems have the potential to be very different in a CAS classroom compared to a non-CAS classroom. New opportunities in a classroom where CAS is the normal technology may require a rethinking of what constitutes a good written record of a solution for a problem. This paper reports on the approaches for modelling good written records in class examples that were used by three teachers teaching year 12 mathematics with CAS for the first time. It was found that the teachers tended to use standard mathematical notation in demonstrating solutions. Student practice appeared to be developing independently of the teachers with written solutions incorporating notation that suggested CAS use. CAS IMPACTS ON WRITTEN RECORDS AND THE CLASSROOM When teachers are working in classrooms where CAS is the normal technology, how do they model what a good written record may be for a solution to a problem? Having CAS available provides new opportunities for solving problems, often involving less steps than would be required in a by-hand solution and teachers will need to provide guidance to their students abou