INTRODUCTION

In the present contribution three authors from different schools and backgrounds present some views on the influence of computer-based systems for carrying out symbolic mathematical operations.

We consider the influence of such systems on the mathematics curriculum and give elementary as well as advanced examples illustrating the process of discovery. In Section 3 suggestions for further discovery are collected.

A Curricular Project

Events and developments of the past several years have brought pressure for reform and change in the undergraduate mathematics curriculum. The evolution of computer science and related equipment, the mathematization of subject areas outside of the physical sciences, and the gradual redefinition of student skills and preparedness are important component forces in the production of these pressures. In June of 1983 the Colby College Mathematics Department was awarded a grant by the Alfred P. Sloan Foundation “for the development of a new curriculum for the first two years of undergraduate mathematics in which discrete mathematics will play a role of equal importance to that of calculus” [Hosack et al, 1983]. An important aspect of this curriculum was that it was to reflect the existence and widespread availability of computing machinery and computational systems. Computer based experiences were to be provided to motivate and illustrate concepts whenever appropriate. Throughout the proposed curriculum, the existence of new technologies and its effect on the relative importance of subject matter was to be considered.