A computer algebra system (CAS) is a software package that helps in doing symbolic computations. Such packages have been in existence since early sixties. Though precise figures are not available, a study has shown that a substantial percentage of the academics in the universities in the United States and the United Kingdom who work in areas that require mathematics use a computer algebra system occasionally or frequently. The pedagogical implications of the use of a technology in teaching mathematics has been debated extensively, some enthusiastically supporting the use of such tools while others arguing that the use of such software packages is detrimental to assimilation of true mathematics among students. However, there are evidences that suggest there is a growing of body of academics who regularly use a computer algebra system in the class room. No data regarding the use of computer algebra systems in the Indian educational institutions are available. However, anecdotal evidences and interactions with colleagues in several institutions suggest that the penetration of CAS as a technological tool in the learning and teaching of mathematics in Indian educational institutions is very low. This paper is intended to introduce the Indian academic community, especially those who work in the area of technical education, to the capabilities of a computer algebra system and to suggest some ways in which this software tool can be used in classrooms. The paper begins with a discussion on the difference between numerical and symbolic computations. Then it provides brief descriptive accounts of some of the more popular CAS's. It then proceeds to give some of the arguments for and against introducing CAS in classrooms. A few typical example situations where this tool can be effectively used to teach certain topics are then presented. The paper concludes with a discussion on the necessity of implementing CAS's in Colleges and Universities in India.
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