Regarding Sage running on a server: some of the components may be
sufficiently general as to pose hazards in a server environment. For
example, Maxima can create and delete files, quickly fill up all
available memory, etc. I would guess that other components are also
hazardous. It seems to me that the only practical solution is to run
Sage in a virtual machine on the server, which may be costly. Is that
what is being proposed? Is that what UW Sage servers are doing?
Regarding Sage adoption by schools -- there is a large literature on
computer algebra and teaching.
The evidence I've seen at Berkeley is that the curriculum is already
"full". Adding a section of "computing with Sage" to (say) calculus,
prompts the response from instructors: "what will we REMOVE from
calculus".
(I usually say "logarithmic derivatives" :) )
If there is an instructor who is excited by a computer program (could
be one of the M's) he/she can introduce it into the course in some
way, sometimes. Evidence at Berkeley is that when that instructor is
not teaching the course, the computer stuff falls into disuse.
Students using Mathematica get it (essentially) free for their own
laptops at their dorm room.
Those that use it seem to be unconcerned about it being proprietary.
They are only occasionally concerned that it gets the answers wrong
sometimes.
While the enthusiastic teacher may think that Sage will enrich the
course and allow the instructor to demonstrate wonderful and
interesting things, and allow the students to explore new worlds and
go where no person has gone before, the evidence I've seen published
is that (a) students don't learn anything more from course X +
computer lab vs. course X; (b) students view the computer enrichment
as something else to learn -- additional material.
Also note that half the class is below average. Will using Sage help
weak students? Also for many students, math courses are an (unwelcome)
requirement. Will they change because of Sage?
Any instructor who has been asked, after a particularly beautifully
delivered lecture/demonstration, "Will this be on the final?"
may have to say, oh, I guess not. You won't be using a computer
during the final.
Of course there are some students who are wonderful, interested,
creative, energetic, clever, and they may love Sage, etc.
I think they should be provided great opportunities.
If a student just doesn't understand (say) what is a function, or
what is a group, will a computer program help?
..................
If you haven't looked at the literature, I did some googling...
Here's one article with lots of references.
Heid, M. Kathleen and Edwards, Michael Todd(2001)'Computer Algebra
Systems: Revolution or Retrofit for Today's
Mathematics Classrooms?',Theory Into Practice,40:2,128 — 136
URL: http://dx.doi.org/10.1207/s15430421tip4002_7
...............
perhaps closer to the heart of Sage is
Using the Magma Computer Algebra System in Abstract Algebra Courses
JOHN CANNON and CATHERINE PLAYOUST
Journal of Symbolic Computation
Volume 23, Issues 5-6, May 1997, Pages 459-484
which I found particularly informative. I highly recommend reading it.
There are many juicy revelations.
Since you may not have access to a copy, I quote just 2 sentences
from that article,
"From earlier experiences in tertiary mathematics, many students felt
that it was
possible to pass mathematics courses with minimal attendance at
lectures and tutorials.
Approximately half of the students did a negligible amount of private
study during
the semester."
What I found particularly telling, is that the data they collected
showed the students really didn't want to do this computer stuff. And
from this, the authors took an enormous leap of faith to conclude that
therefore the programs should be improved.
Cheers
RJF
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