Systematic integration of MATLAB into undergraduate mathematics teaching: Preliminary lessons from two UK institutions

An analysis of MATLAB
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integration into mathematical modules at two UK universities is carried out. Both MATLAB integration projects appear to be successful, despite the fact that the two institutions in question are quite different, with one being a well-established research intensive institution and the other a teaching-oriented institution that gained university status in 1992. Despite these differences common themes emerge from the analysis that suggest the minimum requirements that have to be in place for CAS-assisted learning to be successfully introduced.