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Many reports studying the use of Mathematica in the teaching of high school mathematics have been published. The majority of these reports focuses on the benefits of using Mathematica in the classroom. For example, the use of Mathematica enables students to perform complicated calculations, make assumptions and predictions based on the results derived from these computations, and then verify their findings. This represents a rather experimental method in mathematics instruction. Before the advent of Mathematica, students who were not proficient in calculations spent a majority of their time performing the computations, and very little time analyzing and processing the results. However, with the aid of Mathematica’s computational power, students can now focus on and enjoy the thinking and analytical part of the process– something which is completely independent of their ability to calculate. In this respect, Mathematica is a powerful tool for studying mathematics, especially useful for those students whose strength lies not in their computational capabilities. In this article, we will introduce the networked Mathematica system and how , in its development, we focused on its ease of use in classroom instruction.
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