Some demonstrations of how we use technology in the studio setting to promote discovery based learning will be given. Examples will also be presented that show how students can be engaged and motivated to play more with mathematics. Discussions will include the student response to the studio classes in calculus, physics, computer science, engineering, and management.
Students feel comfortable with such nonthreatening software.
Immediate updates allow for playful experimentation, e.g. by varying parameter values, boundary data, initial conditions etc. Typically the step to the traditional formalism is made when demands for higher accuracy ask for finer discretization, or when theretical proofs are desired, e.g. for convergence theorems. As mathematics instructors we ought to be aware of such features. However, many of these do not lend themselves as well to an inquiry based approach. Abstract Algebra, Number Theory.