Computers Have Taken Us to the Brink in Mathematics … and We Have Balked.

Computers have been available to teach and do mathematics for decades. There have been spikes of interest, energy, and results in their use over the years. However, there is little sustained use of computers as they could be used to permit students to learn and do mathematics. To be effective computers need to be embedded in the learning process. They need to be ubiquitous and part of every student's learning kit. Indeed, they should be a first tool of choice for most of what students do with mathematics; that is, plotting, algebraic manipulation, optimization, playing “what if” games, data analysis, etc. I outline a number of scenarios and experiences to show just how pervasive computer use can and should be. I put computer use in context with its most important applications for teaching mathematics—namely, modeling and inquiry or problem-based learning. [ABSTRACT FROM PUBLISHER]