>I agree with Beverley's two points, but to me a better counter argument =
(at
>least a sufficient one) to RayM is that my TI-89 will run circles around=
any
>Pentium for helping one _learn_ math unless I spend lots more than its =
cost
>for software to load on the Pentium. This holds for _any_ math course at=
the
>undergraduate college level and for introductory algebra, as well.
>
What kind of technology you have definitely has an impact on how you
put together a mathematics curriculum. It's not just a matter of=20
using whatever level of calculator or computer to "teach the same
thing". =20
Both "learning math" and "doing math" have a different "look and=20
feel" depending on what tools of the trade you plan to employ. =20
Students learning mathematics using computers will have a different=20
experience of the subject than those using only GCs, which is in=20
turn different from those using no electronics at all.
Economics does indeed have a lot to do with it. So the shape of
the mathematics curriculum is impacted by economics. This is an
interesting point and should not be bleeped over.
We should at least agree that some kinds of learning are simply=20
closed to you if you have no access to electronics. And within=20
that broad sphere (of electronics) further gradations exist.
The curriculum I'm evolving requires not only access to a computer,
but to the web. Doing web pages is a homework requirement. =20
The ability to express/communicate mathematical ideas means=20
knowing how to screen capture bits of math notation and transfer=20
them to a web page. No calculator would impart this skill.
I also invest in ray tracing and some Java. Both Povray (the=20
ray tracer) and Java are freely downloadable (are freeware). Both=20
may be run in a Linux environment (Linux is also low cost or free=20
-- higher ed system in Mexico has standardized on Linux).
Since I live in the Silicon Forest, computers are rather=20
plentiful and cheap -- especially when corporations are always
migrating to the next level and casting off their older PCs,
many of which are Pentium level by now, and will run Linux=20
and/or Windows.
But I agree: economics is critical and if we live in a culture
which makes it difficult for working class students to access=20
math curricula which require computers (either provided by the
campus or by the student), then our future will have a different
shape from that of other cultures, wherein computer access may
be handled more equitably.
Kirby
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