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Originally Posted by Paul Beardsley
Interesting thought, David - thanks.
Some questions: By "balanced" do you mean a roughly equal amount of time, or does that depend on the topic? Do you think this is true at all levels (from, say, a child learning how to add up to a trainee engineer learning calculus) or only at certain levels? What if the learning is fairly informal, designed only to get a "taste" of a topic?
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For children using computers as a way of making the math a little more fun to keep their attention levels.
I once took a course were part of the course was a regular calculus course and the other part was to figur how to set an equation for maple to do the intergration. This was excellent because you learned the basic theory then how to apply to problems using a computer.
But at the end any course the student should be able to set down and write an exam to prove they know what they are doing and this should be done without much assistance from electronic aids.