ABSTRACT
The unavoidable transition to online education due to Covid-19 pandemic has impacted instruction at all grades and in all subject areas, including college level Mathematics courses. One of the issues that has been faced is the inability to proctor exams properly. Calculators with Computer Algebra Systems and their corresponding smart phone applications can provide not only answers to most problems, but they also provide solution steps. Mathematics departments at many institutions have established policies which regulated the use of calculators and smart phones in lectures and exams. However, lack of proper proctoring in online courses makes it possible for students to pass a course, even with a decent grade, without learning the concepts. On the other hand, as the use of computers became more common, many skills previously considered as required are not required anymore, such as learning how to use logarithmic tables to evaluate logarithms. In this study, we first demonstrate the capabilities of smart phone applications and provide tips for writing procedural problems that are not easily solvable by these apps. We show examples of problems that are solvable by the apps and suggestions to revise them. Second, we discuss general suggestions on how to revise the College Algebra instruction, especially for engineering students. Our suggestions aim to fill in the gaps that could potentially be created when these apps are commonly used among students. In summary, we review and revise College Algebra instruction and assessments to accept and incorporate the use of smart phone applications. Revised topics, together with effective assessment strategies will potentially improve learning outcomes, especially when the course is taught online. Our work concentrates on revision of College Algebra topics for Engineering students, but our strategy can be applied to revise other mathematics topics for any major. © American Society for Engineering Education, 2021