CAS as a tool for learning Mathematics at undergraduate level: Some aspects of its use

Abstract

In this article I examine whether students were able to use a Computer Algebra System (CAS) as a tool for the learning of mathematics. The context is an undergraduate mathematics course at a university in South Africa in which Mathematica was used by students during fortnightly tutorials to support their mathematical learning. I use a questionnaire to elicit students' perceptions of their difficulties with the syntax and notation of Mathematica and I analyse their responses in terms of equity issues. I consider whether we are disadvantaging students (in terms of year-end technical facility) who have had no prior experience with computers or those who do not have their own home computers. I find that, statistically speaking, we are not disadvantaging such students. Through an analysis of written responses to an assignment, I also examine the type of ways in which students use Mathematica to mediate mathematical learning. I show that over 90% of all students were able to use Mathematica as a tool to facilitate computation and algorithmic tasks (amplification) but that only 56% were able to exploit it as a tool for learning and thinking about new mathematical concepts (cognitive reorganisation).