Abstract
Mathematical software in the undergraduate classroom has increased drastically over the last decade. In part, this is due to the use of the same or related software being used in industry, thus preparing students for their future careers. However, for software used in introductory courses, it can be argued that some core fundamentals may fail to be learned due to the computer performing the work for the students before they have properly absorbed the mathematical theory involved. This paper reviews the bulk of the issues and research results that have been generated in the literature. It goes on to derive its own insights into the various benefits and detriments that software can have on a student's learning. The paper then gives distinct recommendations for successful implementation of mathematical software in undergraduate education, with particular emphasis on first-year engineering and mathematics undergraduate students. Finally, further points for discussion are presented.
Published Version
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