Abstract algebra: a computational approach
Abstract algebra: a computational approach
Computer algebra: symbolic and algebraic computation (2nd ed.)
Computer algebra: symbolic and algebraic computation (2nd ed.)
The art of computer programming, volume 2 (3rd ed.): seminumerical algorithms
The art of computer programming, volume 2 (3rd ed.): seminumerical algorithms
Proceedings of the European Computer Algebra Conference on Computer Algebra
EUROCAM '82 Proceedings of the European Computer Algebra Conference on Computer Algebra
Proceedings of the International Symposiumon on Symbolic and Algebraic Computation
EUROSAM '79 Proceedings of the International Symposiumon on Symbolic and Algebraic Computation
Computer algebra in the undergraduate mathematics classroom
SYMSAC '86 Proceedings of the fifth ACM symposium on Symbolic and algebraic computation
An application of knowledge-base technology in education: a geometry theorem prover
SYMSAC '86 Proceedings of the fifth ACM symposium on Symbolic and algebraic computation
Edusym—educational symbolic manipulator on a microcomputer
SYMSAC '86 Proceedings of the fifth ACM symposium on Symbolic and algebraic computation
An intelligent tutor for high-school algebra
CSC '87 Proceedings of the 15th annual conference on Computer Science
| Hi-index | 0.00 |
Unlike ordinary numeric computation, computer algebra systems can perform nonnumeric mathematical operations such as factoring and expanding or symbolically integrating and differentiating. These operations can entail complicated expressions containing thousands of terms. Moreover, the arithmetic that compliments these nonnumeric operations includes exact rational arithmetic, automatically using as many digits as necessary to accomplish this. These systems can even perform analytical operations on non-scalars such as vectors, matrices and tensors having nonnumeric components.None of the commonly-taught programming languages is very relevant to the typical primary through university math curriculum, but computer algebra is relevant to most of that curriculum. Consequently, a vast opportunity for beneficial mutual reinforcement and cross-motivation between math and computer education is being squandered. This paper substantiates these claims, then proposes remedies.