This article examines the rise, decline, and resurgence of the use of computer algebra systems (CAS) in the mathematics classroom. From the excitement surrounding the technology’s potential to revolutionise the teaching of mathematics, it explores the difficulties that prevented this vision from being fully realised, and then introduces a fundamental advancement in the CAS world that finally puts the dream of modern, effective mathematics education within our grasp.
Glasgow trial explores AR cues for autonomous road safety
They've ploughed into a few vulnerable road users in the past. Making that less likely will make it spectacularly easy to stop the traffic for...