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In his recent article in this journal, John Gough (2004) concludes that thepractical results of the considerable academic research undertaken at the University of Melbourne into the uses and impacts of graphics calculators and CAS (computer algebra systems) should be made more widely available in journals for teachers. This short article is intended to provide teachers and others with a brief guide to our research and how the findings and products can be obtained most easily. In this way, we hope that teachers might be able to access what they need from our research. The publications referenced here are the more accessible articles, mainly in Australian teachers ’ conferences and journals, rather than those internationally published. Our websites (HREF1 and HREF2) have complete listings and many of the referenced arti-cles can be downloaded from there (go to HREF1 and then ‘Selected recent publications’). A quick guide to our research Since the early 1990s, a team at The University of Melbourne has been working on various education issues related to the use in secondary mathe-matics teaching of graphics calculators, including those with a computer algebra facility (CAS), and related computer software. We have done this because digital technology affects mathematics and mathematics teaching very fundamentally. The development of tools to make computation easier, more accurate and faster, has always been important to progress in mathe-matics; from counting aids, to the abacus, to logarithms, the slide rule and now the historic change to digital processing in the computer and calculator. In the world of work, these improved methods of mathematical computation are unproblematic. There are issues of access and affordability and training for sensible use, but beyond what can easily be done mentally, computation by machine is preferred at work to computation by humans. Schools, however, need a multifaceted response. They need to teach students how to use modern methods of computation, and consequently we 8 A u