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Some strategies in the use of CAS in the teaching of mathematics at Engineering Schools: A Spanish perspective. Authors: Alfonsa García. Universidad Politécnica de Madrid. Dpto de Matemática Aplicada. E.U. Informática. Cr. Valencia Km.7, 28031 Madrid (España). e-mail: [email protected] Francisco García. Universidad Politécnica de Madrid. Dpto de Matemática Aplicada. E.U. Informática. Cr. Valencia Km.7, 28031 Madrid (España). e-mail [email protected] Gerardo Rodríguez. Universidad de Salamanca. Departamento de Matemática Aplicada. E.P.S. de Zamora. Avda. Requejo 33, 49022 Zamora (España). e-mail: [email protected] Agustín de la Villa. Universidad Pontificia Comillas. Departamento de Matemática Aplicada y Computación. ETSI (ICAI). Alberto Aguilera, 23. 28015 Madrid (España) e-mail: [email protected]. Universidad Politécnica de Madrid Departamento de Matemática Aplicada. E.U.I.T.I. Ronda de Valencia, 3. 28012 Madrid (España) Keywords: Mathematical Education, CAS, e-learning. Abstract: From our experience of more than 15 years using Computer Algebra Systems (CAS), we propose different alternatives to address mathematical contents using computers, showing their advantages and possible drawbacks. We propose that visualization, the capacity to experiment, and the possibility of release from mechanical work should be enhanced. We also believe that it is necessary to underscore the limitations of computers, inherent to the fact that there are non-algorithmic mathematical processes. We promote critical thinking through examples of incorrect or unexpected results cropping up during the use of computers. We conclude sketching the possibilities of elearning, enumerating projects funded by the European Union in which some of the authors have participated. The e- learning is a tool that will necessarily see greater use in the immediate future, not only owing to the changes in educational needs but also owing to the methodological changes inherent to the future implementation of the European Area of Higher Education.
