Schwarz and Hershkowitz (1999) noted that the use of the GC in an investigation-based approach improved students' knowledge of
functions when appropriate use of model examples was promoted, which also led students to include more important ideas in justifying the
answers. Students found that the use of the GC helped them to save the computational time and the “trouble” of memorizing mathematics
and statistics formulae, removed the tedium of certain mathematical tasks and manipulative procedures as well as provided accurate
answers in a shorter period of time