In the last 20 years, computer technology having mathematical capability has been developed, improved, and become widely available, but textbook presentations are still largely free of any discussion that might require technology. Technology could be used in mathematical instruction for student drill and practice, for instructor demonstrations that promote conceptual understanding, or for the exploration of mathematical ideas, but software is often designed to be pedagogically generic, leaving its use to the creativity of the instructor. Technological solutions for local machines can be quite extensive, but cost and time constraints then limit availability for student use. The internet has the capability to provide mathematical instruction at all hours and in all places, with little financial investment by the student. This article describes the issues encountered and addressed by the author as he attempted to include self-authored web-based instructional units into a traditional trigonometry class.

This paper was published in issue 5/6, volume 18, of the International Journal of Continuing Engineering Education and Life-Long Learning, distributed by Inderscience. DOI: 10.1504/IJCEELL.2008.022175. Original article: http://www.inderscience.com/search/index.php?action=record&rec_id=22175&prevQuery=&ps=10&m=or>


Numerical Analysis and Scientific Computing | Other Mathematics | Science and Mathematics Education