Remarks on Mathematical Courseware

  • Charlie Gunn
Conference paper
Part of the IFIP Series on Computer Graphics book series (IFIP SER.COMP.)


Computers are increasingly present in mathematical research and education. In research, they have opened up new territories previously inaccessible and spawned new fields; in education, they are being hailed as a revolutionary teaching aid. These two trends have, for the most part, developed separately. There is, however, a common thread which can bring them together: each depends for its success on discovering ways in which computers can support mathematical intuition. We sketch the role of intuition in the process of doing mathematics by contrasting it to logic, its polar principle. Looking more closely, it is possible to distinguish four freedoms which, when respected, allow a software tool to support mathematical intuition, whether its use be research or education. These are the freedoms.


Practice Mathematician Computer Tool Logical Power Computational Object Graphic Technology 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. [1]
    One of the “Proverbs from Hell” in Marriage of Heaven and Hell,1793.Google Scholar
  2. [2]
    See, for example, David, Edward E. Jr., “Renewing U.S. Mathematics: An Agenda to Begin the Second Century,” Notices of the AMS, 35 (October 1988), 1110–1123.Google Scholar
  3. [3]
    See, for example, The Creative Process, Brewster Ghiselin, ed., The New American Library, New York, 1952.Google Scholar
  4. [4]
    Henri Poincaré, La Valeur de la Science,quoted in Detlef Hardorp, “Why Learn Mathematics?,” 1982, preprint.Google Scholar
  5. [5]
    Ghiselin, The Creative Process.Google Scholar
  6. [6]
    Robert Browning.Google Scholar
  7. [7]
    Other senses not excluded.Google Scholar
  8. [8]
    See, for example, Visualization in Teaching and Learning Mathematics, Walter Zimmermann and Steve Cunningham, eds., MAA Notes 19, Mathematical Association of America, Washington, D.C., 1991.Google Scholar
  9. [9]
    For a description of this, see Carl Boyer,A History of Mathematics, Princeton, 1968, p. 593.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Charlie Gunn

There are no affiliations available

Personalised recommendations