Abstract

ABSTRACT The use of technology in collegiate mathematics classrooms is increasing. The most effective means of using technology, however, is an open question. During the summer of 1993, the Department of Mathematical Sciences at Montana State University offered an experimental course in which the programming language ISETL served as a tool for exploring concepts in abstract algebra. This paper describes these efforts and offers informal observations regarding the effectiveness of this approach. In addition, the paper identifies instructional strategies that (in the opinion of the author) facilitate the successful use of ISETL in abstract algebra. These strategies are offered as a preliminary model of technology use in the mathematics classroom.

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