Designing activities for CAS-based student work realising the lever potential

Abstract

This paper explores two types of lever potentials of CAS and a tool for designing such activities. In the first activity, CAS is used for students to study the concept of equations. In the second activity, CAS is used to strengthen the relation between traditional algebraic paper-andpencil manipulations of equations and the theory that the solution of the equation must remain the same. As the design tool for CAS-based activities that capitalise on the potential of CAS, the notion of praxeology from the Anthropological Theory of Didactical is employed.