Using classification profiles to question the development and use of CAL in mathematics

This paper calls for flexibility in the design and use of CAL in Mathematics; to avoid conflict between extreme ideologies and interests and to promote the teaching and learning opportunities identified in ‘Mathematics Counts’ and required by initiatives such as GCSE. The important question is ‘do computers enhance learning and, if so, how should they be used to ensure this?’ This is made up from many more specific questions. It is suggested that by using a new CAL classification model, based on roles, control and learning processes, profiles could be constructed which would identify pertinent questions. These would prompt a re-examination of computer use in classrooms and encourage the necessary flexibility. A brief description is given of the experiences of the authors in using the inherent philosophy of the new model to produce and evaluate mathematical software.