See interspersed responses: On Apr 22, 2013, at 3:10 AM, Richard Fateman <firstname.lastname@example.org> wrote:
> Historically, experiments at higher educational levels to introduce a > computer algebra system into a math course have resulted in consequences > like this: > 1. Students, on average, resented having to learn "something else" (i.e. > using computer program) that wasn't "on the final".
Simple solution: let students use the computer for all exams, too. (I've done that.)
> 2. On average they learned "no less" than students in the control group > not using computers. But "no more" either.
What, exactly, does that mean? By what standards is this being judged? E.g., when comparing with a conventionally taught control group, does the comparison test asking what-if questions that require simulation or calculations, etc., beyond the normal capabilities of paper and pencil?
--- Murray Eisenberg email@example.com Mathematics & Statistics Dept. Lederle Graduate Research Tower phone 413 549-1020 (H) University of Massachusetts 413 545-2838 (W) 710 North Pleasant Street fax 413 545-1801 Amherst, MA 01003-9305