The development of Computer Algebra Systems (CASs) in the last twenty years has yielded unprecedented progress in the ways in which mathematics can be used as a pedagogical tool. Unfortunately, for a variety of reasons, their acceptance as a viable learning aid has been cautiously received, particularly at tertiary level. Given the continuing concern regarding undergraduate instruction of mathematics, particularly at 'service subject' level, it is incumbent on instructors to explore the potential of CASs and investigate ways in which they can be integrated into their courses. This paper will present an outline of three approaches used by the author to include CASs in his classroom over a period of two years: using a CAS as a demonstration tool; using a CAS as an applications tool; and using a CAS as a self-paced exploratory tool. Underlying these methodological approaches are a number of issues that impact upon curriculum development and provide course planners with a means to review and refine already overcrowded syllabii. These include the ability of CASs to perform laborious computations, thus allowing the student to focus on conceptual understanding; the potential of CASs to extend students' understanding through transfer between algebraic and graphical representations of problems; and the role of visualization as a facilitator in the learning process. Central to the three approaches is the legitimacy of a curriculum which stresses the need for acquiring mathematical skills and techniques. If CASs are to be seriously accepted then new courses will need to be developed which stress underlying concepts. The implications of this for mathematics educators and software developers are discussed.
