Kenji Yoshida
Konan Boys' High School

Shinya Ohashi
Kashiwa High School

Hiroshi Kimura
Kyushu Inst. of Tech.

Chikara Miyaji
Tsukuba University

Abstract
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.