The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students' work with CAS. (Contains 1 table and 4 figures.)