Diagnosing and correcting student's misconceptions in an educational computer algebra system
Proceedings of the 2001 international symposium on Symbolic and algebraic computation
Computer algebra: the end of mathematics?
ACM SIGSAM Bulletin
Reductive thinking in a quantitative perspective: the case of the algorithm course
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Reduction in CS: A (Mostly) Quantitative Analysis of Reductive Solutions to Algorithmic Problems
Journal on Educational Resources in Computing (JERIC)
Methodological aspects of mathematics using computer algebra systems
EDUCATION'10 Proceedings of the 7th WSEAS international conference on Engineering education
Effects of a digital intervention on the development of algebraic expertise
Computers & Education
The triangle teacher - pupil: knowledge in e-learning environment
3LeGE-WG'03 Proceedings of the 3rd international LeGE-WG conference on GRID Infrastructure to Support Future Technology Enhanced Learning
A tool for evaluating solution economy of algebraic transformations
Journal of Symbolic Computation
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In this note we formulate a didactic principle that can govern the use of symbolic computation software systems in math courses. The principle states that, in the treatment of each subarea of mathematics, one must distinguish between a "white-box" and a "black box" phase. In the "white box" phase, algorithms must be studied thoroughly, i.e. the underlying theory must be treated completely and algorithmic examples must be studied in all details. In the black box phase, problem instances from the area can be solved by using symbolic computation software systems. This principle can be applied recursively.