The analog computer as an aid in teaching mathematics

Abstract

The analytical portion of a modern engineering curriculum rests primarily upon mathematics. Courses in engineering science can only be presented in a logical and rational manner when they are solidly based upon fundamental disciplines. This must be accomplished by presenting the subject matter in as general a format as possible - i.e., not from the point of view of any single engineering area - to provide the student with a broad background which he can later bring to bear upon his more specialized studies. Such comprehensive treatment of subject matter necessarily relies heavily on mathematics, which derives power and utility from its great generality and abstract viewpoint. At least some of the present mathematics curriculum must be rearranged and reoriented toward the computer. Analog and numerical techniques for solving mathematic problems will have to be an integral part of every mathematics course taught to engineering students and interwoven with the abstract concepts - i.e., the << puremathematics. The analytical methods to be stressed in such courses should be those which are most useful for the analog or numerical solution of relevant problems on a computer. Here several examples are presented to show how the analog computer can help to clarify and strengthen the student's understanding of some important mathematical concepts. The examples are drawn from several areas of mathematical analysis.