The authors highlight that the objectives of the Computer-based Graph-sketching Environment (CGE) system for teaching and learning were to provide an environment with embedded Pedagogical Content Knowledge (PCK) for teachers to design lesson plans and for students to learn Mathematics by guided instructions and exploration.

The authors argue that no programming should be taught prior to matriculations, that greater emphasis should be placed on applications, and that PASCAL was the best choice for Advanced Level curriculum, while for Technical Institutes, commercial oriented languages such as COBOL and 4GLs might be the better choices.

The authors argue that computer technology was in the process of rapid change, and accompanying the proliferation of high power computing engines were the ever-increasing demands on information processing. It was therefore of very great importance that students in higher forms be provided with a computing course aimed at not only the basic elements but a degree of breadth as well. The authors further argue that as this field of study was likely to be in a dynamic state of flux in the years to come, with new technologies and new ideas coming in, it was of vital importance for teachers in computer studies to have a solid foundation in computing concepts and be kept abreast with some of the developments in the information technology arena. As a large number of graduate teachers in computer studies had trainings in areas other than computing, as the authors noted, it was thus especially important to design a broad-based computer curriculum with sufficient depth to address their needs.