As part of an ongoing international research study that aims at analyzing the use of Computer Algebra Systems (CAS) in post-secondary mathematics instruction, we conducted in 2008 a literature review pilot study of 326 papers. The main aim of the pilot study was to inform and refine our theoretical framework, adapted from that of Lagrange et al. (2003) which they developed as a result of a large literature review of technology use in school and university mathematics education. Our revised framework will inform a more comprehensive literature review of 1,500 papers during 2009. The literature review will complement our study that also comprises a nation-wide, on-line survey of Canadian mathematics professors about their teaching practices, in comparison with results of a similar international study (United States, United Kingdom, and Hungary); and case studies of two universities (one in Canada; one in the United Kingdom) in which a mathematics department has sustained technology-related instructional change over time.

In our talk, we will discuss the results of the literature review pilot study. Several themes have emerged from the review, which will be discussed in detail in our presentation: the diverse uses of CAS, the benefits to student learning, issues of integration into mathematics learning, common and innovative uses of CAS, and the scope of CAS integration into university curricula. Our analysis suggests that, perhaps contrary to popular belief, CAS integration in tertiary mathematics teaching occurs frequently in courses for mathematics majors and not only and mainly in service courses designed for non-mathematics majors.