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.
Arriva makes £300m tri-mode train order with Hitachi Rail
This development shows up the lack of a comprehensive nationwide network of electrified lines for passenger services and freight The glacial speed of...