
Presentation 
In its simplest form, multimedia means enriching
textual information by visual representations and
by sound. The visual representations can be
either static or dynamic (i.e. pictures or animations).
We will demonstrate that it is possible to create
multimedia projects for enhancing mathematical understanding
with "everyday" software tools.
Mathematicians use two kind of tools:
General purpose tools like spreadsheet programs and
word processing software and special tools for either
symbolic mathematics or numerical methods.
We will give examples of different projects which can be
implemented with readily available tools.
Among the examples will be
Using spreadsheets for animation
Using spreadsheets for sound generation
Word processing programs as hypertext authoring tools
Mathematical software for creating sound
By these examples hopefully we will be able to show
that it is possible to create mathematical multimedia
with tools readily accessible for every mathematician
and thereby make it clear that hardware and software
availability is not a major constraint for the
creation of mathematical learning environments.

Article 
Minimalistic Tools for Mathematical Multimedia
In its simplest form, multimedia means enriching
textual information by visual representations and
by sound. The visual representations can be
either static or dynamic (i.e. pictures or animations).
We will demonstrate that it is possible to create
multimedia projects for enhancing mathematical understanding
with "everyday" software tools.
Mathematicians use two kind of tools:
General purpose tools like spreadsheet programs and
word processing software and special tools for either
symbolic mathematics or numerical methods.
We will give examples of different projects which can be
implemented with readily available tools.
Among the examples will be
Using spreadsheets for animation
Using spreadsheets for sound generation
Word processing programs as hypertext authoring tools
Mathematical software for creating sound
By these examples hopefully we will be able to show
that it is possible to create mathematical multimedia
with tools readily accessible for every mathematician
and thereby make it clear that hardware and software
availability is not a major constraint for the
creation of mathematical learning environments.

