2. General Information

Perhaps you are wondering exactly why computers and DERIVE are part of this course and exactly how you will be using them throughout the semester. The "why" is easy to answer and the "how", although it depends to some extent on your instructor, will become more clear during the first few weeks of the semester.

2.1 - Rationale

The computer component of your math course at the University of Evansville is part of a nationwide response among mathematics educators to a rapidly changing yet increasingly affordable computer technology. In the 12 years since the introduction of the IBM PC, computing power in microcomputers has increased by a factor of 150 while prices continue to decrease. With the increase in computing power has come the introduction of powerful mathematical packages that are capable of performing complicated calculations with incredible precision. A number of these packages are also capable of displaying highly detailed two and three dimensional graphs and some can even perform algebraic manipulation. Many of the tasks that these so-called computer algebra systems (CAS for short) are capable of have traditionally been a significant part of lower-division college math courses. However, because of the increasing availability of powerful microcomputers and computer algebra systems, mathematics educators have begun to recognize the need for change in the college mathematics curriculum.

There have been a variety of responses to the call for change in the mathematics curriculum. Some have argued for the complete elimination of pencil and paper calculations and a total immersion into a computer driven mathematics curriculum. Others have voiced the concern that computers will hinder the development of mathematical ability and thus should not be used at all. Between these two extremes is the sentiment that the proper use of computers would simply de-emphasize the mundane pencil and paper tasks, leaving more room for the development of mathematical insight. A related notion is that computers may make possible the investigation of much more complicated examples than are possible with paper and pencil, thus again allowing for increased mathematical insight. The philosophy of the computer component of your course is a blend of the latter two ideas.

2.2 - Procedure

The details on how you will be using the computer in your course will depend to a large extent on your instructor. The list of possibilities includes—but is not limited to—classroom demonstrations, hands-on experiments during class, computer lab assignments, group lab projects, and homework problems that require the use of the computer.

Regardless of how the computer is used in your course, keep in mind that it is merely a tool to help you with the task of learning mathematics. The use of a computer algebra system does not lessen the need for fundamental skills in algebra and calculus and it does not replace the need for pencil and paper calculations. You will still be expected to develop and apply basic skills from algebra and calculus. It will also be important to recognize when to use the computer, when to rely on your own skills, and when to apply some combination of the two. Don't hesitate to ask your instructor for advice on this issue.

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