Computer-aware Curricula: Ideas and Realization

Summary

INTRODUCTION

Before getting down to the task of throwing ideas and comments into the pool which this meeting provides, there are some general points to be made about the nature of the exercise. It is speculative – a conference for conjectures; as in mathematics itself such activity is creative and important, but the outcomes should be seen as entirely provisional. We can have no reliable idea how far any suggestions we put forward will prove feasible in any, let alone every educational system. Even if they are implemented reasonably faithfully, the full curriculum reality of what occurs will contain many surprising side effects; more likely, the translation from an idea to a small scale pilot experiment with exceptional teachers and facilities, and then to large scale reality will involve critical distortions of the aims of the exercise which may call in question its value.

In case there are any who believe that I exaggerate the dangers, let me draw attention to a few examples so everyone can see what I have in mind:

The splendid Bourbaki enterprise was launched to establish a firmer foundation for undergraduate and graduate mathematical education; few now see that as among the positive contributions it has made, while many are concerned at the overemphasis on formalism that has widely emerged from the movement. […]