28 September 2020
Since the advent of Computer Algebras Systems (CAS), educators have had to overhaul the mathematics curriculum taught in schools.
The term CAS encompasses a wide variety of software that can interpret and manipulate mathematical expressions, perform tasks such as expansion and factorization of algebraic expressions, plot graphs of functions, compute integrals and derivatives, carry out complex operations with matrices, and even employ statistical techniques such as hypothesis testing or regression analysis.
CAS includes computer software such as Mathematica and R Studio, online web tools and applets, web sites such as WolframAlpha, and graphing calculators that most junior college and university students use nowadays.
These tools allow both teachers and students to quickly solve tedious math problems such as incredibly difficult integration and differentiation questions that would otherwise be intractable. They also enable rapid visualization with graph plotting utilities that are able to plot detailed and precise graphs of functions, as well as find their turning points, asymptotes, intercepts, and other pertinent features.
But with the rapid rise of CAS, there is a real danger than students can become fixated on using these tools and neglect acquiring essential mathematical skills that can only be honed by rote practice.
Lecturers and tutors have to make full use of these tools to raise the scope and quality of mathematics education, and at the same time, ensure that students do not abuse these tools. Essential mathematical skills such as algebraic manipulation must still be mastered to a high degree of dexterity in spite of the availability of these tools. Mathematics educators must ensure these tools complement, not compromise, their curriculum.