Mathematica™ in context

Langtry, T; Coupland, M; Moore, B

Mathematica™ in context

Langtry, T

Coupland, M

Moore, B

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Publication Type:: Journal Article
Citation:: International Journal of Mathematical Education in Science and Technology, 2003, 34 (5), pp. 699 - 718
Issue Date:: 2003-01-01

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Field	Value	Language
dc.contributor.author	Langtry, T https://orcid.org/0000-0001-9950-0627	en_US
dc.contributor.author	Coupland, M https://orcid.org/0000-0002-1387-1601	en_US
dc.contributor.author	Moore, B https://orcid.org/0000-0002-4460-0775	en_US
dc.date.issued	2003-01-01	en_US
dc.identifier.citation	International Journal of Mathematical Education in Science and Technology, 2003, 34 (5), pp. 699 - 718	en_US
dc.identifier.issn	0020-739X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4967
dc.description.abstract	Aspects of the problem of teaching introductory undergraduate mathematics are considered in the context of both an increased participation rate in higher education as well as increasingly sophisticated computational technology. In particular, some of the changes in student and governmental expectations of course outcomes are canvassed, and an ongoing project initiated as a response both to these changes and to the availability of modern computational algebra systems that have sophisticated user interfaces is described. The project's aim is to develop students' mathematical understanding by undertaking practical laboratory work focused on applications that are perceived by students to be relevant to their social context and employment aspirations. © 2003 Taylor & Francis Group, LLC.	en_US
dc.relation.ispartof	International Journal of Mathematical Education in Science and Technology	en_US
dc.relation.isbasedon	10.1080/0020739031000148967	en_US
dc.subject.classification	Education	en_US
dc.title	Mathematica™ in context	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	34	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0199 Other Mathematical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	34	en_US

Abstract:

Aspects of the problem of teaching introductory undergraduate mathematics are considered in the context of both an increased participation rate in higher education as well as increasingly sophisticated computational technology. In particular, some of the changes in student and governmental expectations of course outcomes are canvassed, and an ongoing project initiated as a response both to these changes and to the availability of modern computational algebra systems that have sophisticated user interfaces is described. The project's aim is to develop students' mathematical understanding by undertaking practical laboratory work focused on applications that are perceived by students to be relevant to their social context and employment aspirations. © 2003 Taylor & Francis Group, LLC.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/4967