Abstract
This article covers how a computer algebra system (CAS) wxMaxima can be explored for teaching single-variable and multivariable calculus to Korean digital natives. We present several examples where wxMaxima can handle calculus problems easily, not straightforwardly but still successfully with some human intervention, and unsuccessfully. By soliciting qualitative feedback on students’ experience in exploiting the CAS, we gathered a mixed reaction. Although some students commented positively, the majority seemed to be resistant to embracing a new technological tool.
Highlights
College freshmen in South Korea who plan to major in science and engineering are required to enroll in two calculus courses: Single-Variable and Multivariable Calculus, hereby SVC and MVC, respectively
We briefly cover the main components in this study: calculus, digital natives, and the computer algebra system (CAS) wxMaxima
Prior to embedding and implementing wxMaxima into our classrooms, we hypothesized that Korean digital natives would embrace the CAS more positively than migrant, non-digital natives
Summary
College freshmen in South Korea who plan to major in science and engineering are required to enroll in two calculus courses: Single-Variable and Multivariable Calculus, hereby SVC and MVC, respectively. Teaching with technology is essential and has become a necessity during the Fourth Industrial Revolution. With so much software to choose from, we selected a free computer algebra system (CAS) wxMaxima. We discuss some features of this software, in connection to symbolic computation for teaching SVC and MVC. We introduced the CAS into calculus classrooms, and we discuss the students’ feedback and reflect on their opinions to improve the pedagogical approach. In this introduction, we briefly cover the main components in this study: calculus, digital natives, and the CAS wxMaxima. It turned out that our theory is not entirely correct
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