This study examined the systematic integration of MATLAB into undergraduate mathematics teaching at two UK institutions: University College London (UCL) and Manchester Metropolitan University (MMU). The objectives were to identify best practices for effective implementation of computer algebra systems like MATLAB. Both schools redesigned their mathematics curriculum to embed MATLAB in lectures, tutorials, and assessments. Lessons learned included introducing MATLAB in context, providing in-class and out-of-class support, and ensuring questions were at an appropriate technical level for students. The implementation was most successful when it was part of an overall program redesign, students and academics saw the benefits, and there was adequate institutional support.

1. Systematic Integration of MATLAB
into Undergraduate Mathematics
Teaching:
Preliminary Lessons
from Two UK
Institutions
Abel Nyamapfene (University College London)
Stephen Lynch (Manchester Metropolitan University)

2. Study Overview and Objectives
• Computer algebra systems (CASs) e.g.
MATLAB® are now routinely integrated
into modules in mathematics
• Study objective was to identify and
share best practice in the effective
implementation of CASs within university-
level mathematics teaching
• Study focused on Matlab integration in
the UCL Meng/Beng and the MMU
BSc(Hons)/MMath Degree Programmes

3. Why Adopt CASs in Mathematics?
• To develop mathematical thinking, concepts and
skills
• To provide a flexible environment for students to
explore and experiment with mathematical
concepts
• To enable students to visualize mathematical
concepts through such features as graph plotting
and animation of mathematical functions
• To reduce burden of tedious calculations.

4. Motivation for this Study
The literature observes
that there is significant
CASs underutilisation
after implementation
Lavicza(2007), Lawrenz et al
(2006), Tonkes et al (2005)
So the issue is: What are the factors needed for effective CAS implementation
– e.g. Does proper curriculum design have a role?

5. Study Guide Questions
• What are the stated objectives for CAS integration?
• What is the context around the CAS
implementation?
• What is the role, if any, of curriculum design in the
CAS implementation?
• What lessons, if any, were learnt from the
implementation?

6. 1. Institutional Objectives
To teach students to
use mathematics in
context
Employability &
Transferrable Skills:
- To equip students with
relevant technological
skills

7. 2. Contextual Background
Redesign of entire
undergraduate
engineering curriculum
Root and branch redesign
of Maths curriculum
following a five yearly
programme review

8. 3. Curriculum Design
MATLAB embedded in both
MATLAB assessed in both coursework
and exams at MMU, and in all
courseworks at UCL
lectures
and tutorial
workshops

9. 3. Lessons Learnt (UCL Case)
• Implementation guided by best practice
• MATLAB introduced in the context of the
mathematics being taught
• In-class and out-class Matlab and Maths
support provided
• Contextualised questions too technical
for first year students
• Exercises requiring advanced MATLAB
knowledge
• Underestimated impact on student
workload

10. 3. Lessons Learnt (MMU Case)
• MATLAB integration is now the norm at
MMU.
• A shared pride in being different from
other Maths departments
• Recognition by employers, other HE
institutions, and student applicants
• Matlab has been integrated into Maths
teaching for almost 10 years, so teething
problems have almost been forgotten

11. Findings from Study
1. Implement as part of a programme-
wide redesign
2. Ensure students see the benefits of
MATLAB
3. Ensure academics see the need to
teach MATLAB
4. Embed MATLAB into the
institutional Maths culture
5. Provide adequate institutional
support for both academics and
students

12. Thank You