Just posted the following at mathfuture.

My principle came in to observe the other day, and this morning we had the
followup meeting. He was impressed, and I was glad to see how genuinely
impressed he was. What he observed was the students interacting with the
Sage Cell. I told him how asking students to code mathematical ideas
immediately shows why they've never understood math previously. There are
students who have advanced year by year in math just through imitation, and
it shows when you ask them to interact with code. There are students in
post Alg 2 classes who believe that f(x+h) = f(x) + f(h).

- Michel

---------- Forwarded message ----------
From: michel paul <[email protected]>
Date: Thu, Nov 20, 2014 at 6:09 PM
Subject: inverses
To: [email protected]


http://sagecell.sagemath.org/?q=nvjnsk

A student can change the function used as well as the start, stop, and step
values of the domain.

Everything else takes care of itself.

What's more, the code reads naturally. You don't have to learn anything
extra to follow what's going on in the first 4 lines. That stuff is the
core curriculum.

I've been finding the Sage Cell amazingly effective. Send a link to
students with code and comments. They respond, creating their own code, and
then reply sending their own link.

I have found it a very powerful and easy way to do things.

-- 
​Michel
​

===================================
"What I cannot create, I do not understand."

- Richard Feynman
===================================
"Computer science is the new mathematics."

- Dr. Christos Papadimitriou
===================================



-- 
===================================
"What I cannot create, I do not understand."

- Richard Feynman
===================================
"Computer science is the new mathematics."

- Dr. Christos Papadimitriou
===================================

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