For the last three years the author of this paper has been teaching mathematics to a group of students at Year 9 level who have rarely had success in mathematics, particularly in the area of algebra. Most of these students struggle with algebraic concepts and processes and generally have poor retention of any acquired knowledge. For the two years prior to this year the students in the class have struggled with the topic of solving linear equations, using incorrect operations to solve the equations, as well as not recognising the correct order to use the operations. The problems were most evident when students tried to solve equations where the pronumeral appeared on both sides of the equation. A new way of teaching this topic was necessary so that these students could be successful in solving all types of linear equations. According to Stacey, Kendal and Pierce (2002) students using computer algebra systems (CAS) have the opportunity to fulfil their mathematical potential with less computational skill. The technology can be used to support learning and teaching of many different styles, including both teaching emphasising routine procedures, and teaching emphasising understanding.