Abstract:
Aspects of the problem of teaching introductory undergraduate mathematics
are considered in the context of both an increased participation rate in
higher education as well as increasingly sophisticated computational technology.
In particular, some of the changes in student and governmental
expectations of course outcomes are canvassed, and an ongoing project initiated
as a response both to these changes and to the availability of modern
computational algebra systems that have sophisticated user interfaces is
described. The project’s aim is to develop students’ mathematical understanding
by undertaking practical laboratory work focused on applications that
are perceived by students to be relevant to their social context and employment
aspirations.
