I'm familiar with the systems, I programmed one in high school. (Fortunately it didn't get used beyond some demos.) I liked Khan Academy's software when I looke

I'm familiar with the systems, I programmed one in high school. (Fortunately it didn't get used beyond some demos.) I liked Khan Academy's software when I looked at it years ago, though. But that's not what I mean by having a computer be a major part in the math classroom and ideally in homework, I was mainly addressing the weird idea of learning math with just pencil and paper. I was trying to remember a quote writing the last comment, found it now from http://theodoregray.com/BrainRot http://theodoregray.com/BrainRot whose good first half (before the violent video games talk) is where I probably first developed the sentiment: "A math classroom without a computer is a joke." Math builds on other math, and some amount of rote memorization and tedious by-hand work can sometimes be necessary to reach that 'aha!' moment where you understand the thing and its uses abstractly, and some of it can be useful to retain since you can do things by inspection. But so much could be cut. For instance, partial fraction expansion (mathematicians feel free to correct me) might just be wholely useless outside the group of people who enjoy such manual manipulation -- just have your computer do the inverse Laplace transform and get on with what you really want to do. Or have your computer do the expansion at the very least. More students could even reach the concept of Laplace transforms (my bet would be before high school) if they weren't slowed by so much tedium in earlier material.