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A radical proposal for computer algebra in education

A radical proposal for computer algebra in education Unlike ordinary numeric computation, computer algebra systems can perform nonnumeric mathematical operations such as factoring and expanding or symbolically integrating and differentiating. These operations can entail complicated expressions containing thousands of terms. Moreover, the arithmetic that compliments these nonnumeric operations includes exact rational arithmetic, automatically using as many digits as necessary to accomplish this. These systems can even perform analytical operations on non-scalars such as vectors, matrices and tensors having nonnumeric components.None of the commonly-taught programming languages is very relevant to the typical primary through university math curriculum, but computer algebra is relevant to most of that curriculum. Consequently, a vast opportunity for beneficial mutual reinforcement and cross-motivation between math and computer education is being squandered. This paper substantiates these claims, then proposes remedies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM SIGSAM Bulletin Association for Computing Machinery

A radical proposal for computer algebra in education

Stoutemyer, David R.
ACM SIGSAM Bulletin , Volume 18-19 (4-1) – Nov 1, 1984
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References (15)

Publisher
Association for Computing Machinery
Copyright
Copyright © 1984 by ACM Inc.
ISSN
0163-5824
DOI
10.1145/1089355.1089366
Publisher site
See Article on Publisher Site

Abstract

Unlike ordinary numeric computation, computer algebra systems can perform nonnumeric mathematical operations such as factoring and expanding or symbolically integrating and differentiating. These operations can entail complicated expressions containing thousands of terms. Moreover, the arithmetic that compliments these nonnumeric operations includes exact rational arithmetic, automatically using as many digits as necessary to accomplish this. These systems can even perform analytical operations on non-scalars such as vectors, matrices and tensors having nonnumeric components.None of the commonly-taught programming languages is very relevant to the typical primary through university math curriculum, but computer algebra is relevant to most of that curriculum. Consequently, a vast opportunity for beneficial mutual reinforcement and cross-motivation between math and computer education is being squandered. This paper substantiates these claims, then proposes remedies.

Journal

ACM SIGSAM Bulletin – Association for Computing Machinery

Published: Nov 1, 1984

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