MATLAB in early undergraduate mathematics: an investigation into the effects of scientific software learning

This paper describes an investigation into the effects on attitudes and on learning of introducing scientific software into the learning experience of a large and diverse first year University mathematics class. Instruments were designed to capture students' reactions over the semester to a set of tasks employing technology and to record attitudes and skills on entry and exit. Their attitudes to mathematics, to computers, and to the role of technology in the learning of mathematics are analysed and related to their strategy for learning, achievement on the course, and other factors. The findings confirm the affective potential for this kind of technology. Implications for mathematics curriculum development are explored