May C. Abboud* (Lebanon) Mabboud@beirut.lau.edu.lb
Mathematica in Undergraduate Mathematics Courses - A Teaching or Learning Aid?

This paper is based on a three years' experience in using "Mathematica" in the
following undergraduate courses: Calculus, Abstract Algebra and Numerical
Analysis. The experiences in each of the courses were dissimilar because of the
extent of integration into the course, the size of the class and the maturity
of the students. In one case, "Mathematica" became a tool for problem solving,
visualization and interpretation of results, whereas on the other side, it
became also a tool for exploration, abstracting, formulating and testing
hypotheses. Classroom culture and the use of traditional textbooks were a
further impediment in the creative use of the technology.