The impact of the computer on the teaching of analysis

Abstract

The computer creates new opportunities for analysis instruction. Some traditional motivations for treating conceptually exacting analysis in school can, however, no longer be maintained without further discussion, for instance: calculations such as finding extreme values or areas can be easily programmed without analysis, and practical applications, as in physics or technology, use discrete methods in computer programs.This results in a crisis: the legitimacy of traditional analysis in school is challenged. This challenge is analysed, consequences for goals and methods of analysis teaching at schools are named, and some initial examples are given, as to how this could be realized with the help of the computer.