This article examines the rise, decline, and resurgence of the use of computer algebra systems (CAS) in the mathematics classroom. From the excitement surrounding the technology’s potential to revolutionise the teaching of mathematics, it explores the difficulties that prevented this vision from being fully realised, and then introduces a fundamental advancement in the CAS world that finally puts the dream of modern, effective mathematics education within our grasp.
UK productivity hindered by digital skills deficit – report
This is a bit of a nebulous subject. There are several sub-disciplines of 'digital skills' which all need different approaches. ...