Distance learners and a CAS-based mathematics course: Evaluation and its problems

Abstract

The growing use of technology in teaching and learning mathematics has not only changed the way we teach but also what we teach. A mathematics foundation course offered by the Open University (OU) in the UK, based on the computer algebra system Mathcad, reflects both of these types of change. In this paper we present the results of a longitudinal evaluation of this course, giving insight into how distance learners interacted with the mathematical software. In addition, we will explain why the traditional methods of course evaluation need to be extended and revised to become suitable for computer-based courses.