Computation Engines
Henri Picciotto, Robin Pemantle · 2024
In this third chapter about learning tools, the authors focus on electronics. They point out that while technological change is fast, its impact on education is slow and gradual. The advent of calculators and computers has yielded some changes in curriculum and instruction, but some implications of these developments have been contentious, particularly as they impact so-called basics. The authors argue that while foundational concepts are important, they should not be confused with computation techniques: those have always depended on the available technology. They discuss the specific use of electronic graphing, interactive geometry, computer algebra systems, virtual manipulatives, spreadsheets, and computer programming in the mathematics classroom. The chapter ends with some comments on automated teaching and with one further topic involving technology in the classroom: students may require considerable training to use new technologies; this has benefits (computer programming and math share some types of abstraction) and drawbacks (class time diverted from math to technology). The authors suggest ways to maximize the benefits and minimize the drawbacks. They conclude with a rejection of the idea that teachers can never be replaced by machines.