Hello Tom:

I only read the first 2 chapters. I know well and respect your motivation. But…

“one cent” - Don’t we fear that the young kids will only be able to differentiate a polynomial using a machine? I have been known to worry that today’s young pilots can only fly the plane in auto-pilot mode (i.e. Buffalo incident some years back). Using a DSL* may not allow landing the plane safely in all conditions.

“one cent” - You very quickly cover loops and conditionals. Dr. Wolfram specifically asserts that this is not the place to start. In my mind there is some tension between these approaches, because I think of Cases[] as a loop and conditional. But I am still learning what functional is.

Anyways, thanks for trying to be part of the solution.

DSL: domain-specific language

I like the style of the course. Why did you use python only and post it on the wolfram community or did I miss something?

There seems to be bias in the academic community against the use of computer algebra. I've been criticized for using Mathematica by professors teaching online courses in quantum mechanics, who seem to feel you aren't really solving the problem unless you do it all with paper and pencil.

I second this observation. The push back from students when implementing flipped classroom assignments, cooperative learning activities, or even just plain active learning pauses during lecture is sometimes extreme and disruptive. My opinion is that this is a consequence of the entitlement philosophy many students have now internalized as well as the troubling trend of grade inflation (at least here in the US). I explained to all of my students that failure is a critical part of the learning process, and it is better for them to struggle and fail and reassess their progress during lecture and on homework assignments then it is to fail an exam or later at their job ...

More back to this topic, over the past two years, I have given students assignments where they needed to use a variety of engineering software: Wolfram Programming Lab, MATLAB/Simulink, COMSOL, Pro/II, Bluehill, BioPAC, WaveForms, and the Arduino IDE. I have found student acceptance to be mixed but slanted more to positive. I think that once they have reached the 200-300 level engineering courses, they realize that pen and paper is holding them back from a deeper understanding of the topic. Unfortunately, a new negative pops up once the students accept that they need to start using the computer (and associated data collection hardware for labs), they now want a complete template, algorithm, or step-by-step instructions for using the software to solve their problem or they want to be able to find these easily on the first page of a google search. Right back to the entitlement philosophy ...