This paper starts with a framework of general mathematics education, which could give orientations for developments and decisions referring to the curriculum at schools of higher education. This framework is focussing on the ability to communicate with experts and demands to reduce the expectations with regard to operative knowledge and skills and to increase the expectations with regard to basic conceptual knowledge and reflections. At first sight, this framework seems to be rather less suitable for a sensible use of CAS in mathematics classrooms. It will be shown, that the opposite is true: CAS can be seen as a mathematical expert and therefore assume a very important role in this framework of general mathematics education. Finally, in this framework, the experts can be seen and used as "black boxes," so the problem of using "black boxes" will also be discussed. (Contains 5 figures.)