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Answers offered by computer algebra systems to equations from school textbooks
125-138Views:8This paper is an attempt to develop a strategy and methods for investigating and comparing the answers offered by computer algebra systems and the school answers. After primary (pilot) investigation of how well 8 computer algebra systems handle equations from school textbooks, it is possible to conclude that the systems are mostly reliable and give reasonable answers. Some remarks regarding a somewhat unexpected answer obtained can be easily explained by built-in standards and notions, which can differ from school assumptions. In other cases the differences from school could be corrected by certain commands. -
Interactive web portals in mathematics
347-361Views:6Many of the recent problems in higher education (less contact seminars, the heterogeneity and the increasing number of our students) call for new instructional methods. At University of Szeged we have developed a mathematical web portal which can offer a solution for such problems among the changing circumstances. This freely available, easy-to-use web-surface supports interactive mathematical problem-solving and student self assessment. Our computer program cooperates with a lot of free software (computer algebra systems, formula parsers, converters, word processors). WebMathematics Interactive has been available for the public since June 2002 on its web page http://wmi.math.u-szeged.hu. -
Learning and teaching combinatorics with Sage
389-398Views:12Learning Mathematics is not an easy task, since this subject works with especially abstract concepts and sophisticated deductions. Many students lose their interest in the subject due to lack of success. Computer algebra systems (CAS) provide new ways of learning and teaching Mathematics. Numerous teachers use them to demonstrate concepts, deductions and algorithms and to make learning process more interesting especially in higher education. It is an even more efficient way to improve the learning process, if students can use the system themselves, which helps them to practice the curriculum.
Sage is a free, open-source math software system that supports research and teaching algebra, analysis, geometry, number theory, cryptography, numerical computation, and related areas. I have been using it for several years to aid the instruction of Discrete Mathematics at Óbuda University. In this article I show some examples how representations provided by this system can help in teaching combinatorics. -
Teaching meaningful mathematics with the Computer Algebra System MAXIMA using the example of inequalities
53-65Views:10The paper was originally motivated by the request to accentuate the meaningful contribution of inequalities in Mathematics Education. Additionally nationwide approved competences such as estimating come to the fore when organizing mathematical contents along some central Big Ideas. Not least the integration of computers enriches the reasonable discussion of inequalities by modern well accepted methodological principles. The freeware MAXIMA is used as Computer Algebra System (CAS) representatively. -
CAS as a didactical challenge
379-393Views:10The paper starts with the discussion of a concept of general mathematics education (mathematics education for everyone). This concept views the focus of teaching mathematics in the reduction of the demands in the field of operative knowledge and skills as well as in an increase of the demands in the fields of basic knowledge and reflection. The consequences of this concept are didactically challenging for the use of Computer Algebra Systems (CAS) in the teaching of mathematics. By reducing the operative work we reduce exactly that field in which the original potential of CAS lies. It is shown that in such maths classes the main focus of CAS is on their use as a pedagogical tool, namely as support for the development of basic knowledge and reflection as well as a model of communication with mathematical experts. -
Application of computer algebra systems in automatic assessment of math skills
395-408Views:9Mathematics is one of those areas of education, where the student's progress is measured almost solely by testing his or her ability of problem solving. It has been two years now that the authors develop and use Web-based math courses where the assessment of student's progress is fully automatic. More than 150 types of problems in linear algebra and calculus have been implemented in the form of Java-driven tests. Those tests that involve symbolic computations are linked with Mathematica computational kernel through the Jlink mechanism. An individual test features random generation of an unlimited number of problems of a given type with difficulty level being controlled flat design time. Each test incorporates the evaluation of the student's solution. Various methods of grading can be set at design time, depending on the particular purpose that a test is used for (self-assessment or administrative exam). Each test is equipped with the correct solution presentation on demand. In those problems that involve a considerable amount of computational effort (e.g. Gauss elimination), additional special tools are offered in a test window so that the student can concentrate on the method of solution rather than on arithmetic computations. (Another obvious benefit is that the student is thus protected from the risk of frustrating computational errors). Individual tests can be combined into comprehensive exams whose parameters can be set up at design time (e.g., number of problems, difficulty level, grading system, time allowed for solution). The results of an exam can be automatically stored in a database with all authentication and security requirements satisfied. -
From iteration to one - dimensional discrete dynamical systems using CAS
271-296Views:8In our paper we present the basic didactical framework and approaches of a course on one-dimensional discrete dynamical systems made with the help of Computer Algebra Systems (CAS) for students familiar with the fundamentals of calculus. First we review some didactical principles of teaching mathematics in general and write about the advantages of the modularization for CAS in referring to the constructivistic view of learning. Then we deal with our own development, a CAS-based collection of programs for teaching Newton's method for the calculation of roots of a real function. Included is the discussion of domains of attraction and chaotic behaviour of the iterations. We summarize our teaching experiences using CAS. -
Report on "The Computer Algebra and Dynamical Geometry Systems, as the catalysts of the Mathematics education": Conference, 6-7 June, 2003, Pécs, Hungary
259-269Views:2The Department of Mathematics of the University of Pécs, Pollack Mihály Engineering Faculty organized in the year 2003 a conference on the role of CAS and DGS in the Mathematics education. We discuss – based on the authors' abstracts – the conference's activities. -
GeoGebra in mathematics teaching
101-110Views:24GeoGebra is a dynamic mathematics software which combines dynamic geometry and computer algebra systems into an easy-to-use package. Its marvel lies in the fact that it offers both the geometrical and algebraic representation of each mathematical object (points, lines etc.). The present article gives a sample of the potential uses of GeoGebra for mathematics teaching in secondary schools. -
Solving mathematical problems by using Maple factorization algorithms
293-297Views:11Computer algebra gives methods for manipulating mathematical expression. In this paper we use the Maple software to solve some elementary problems. Computeraided approach in the instruction of mathematics helps to impart problem solving skills to students. -
Report on the First Central- and Eastern European Conference on Computer Algebra- and Dynamic Geometry Systems in Mathematics Education, 20-23 June, 2007, Pécs, Hungary
409-413Views:8The Department of Mathematics of the University of Pécs, Pollack Mihály Engineering Faculty organized in the year 2007 a conference on the role of CAS and DGS in the Mathematics education. We discuss the conference's activities. -
Blind versus wise use of CAS
407-417Views:1During my courses for mathematics major students I often use technology linked to the arising problems. In such cases I noted that some students were used to learn just some procedures, which made them able to solve (partially) some problems and when they got the result, they accepted it passively and did not relate it to the initial problem.
In this paper I outline a strategy and investigate some simple exercises about how to develop a critical attitude towards the results obtained by technology in an introductory course to CAS.
I believe that wise use of technology offers an effective method in teaching mathematics, without reducing the students' mental contribution. -
WMI2: interactive mathematics on the web
393-405Views:2After 5 years of experiments and feedback we decided to continue the software development on WebMathematics Interactive, a web-based e-learning tool, rewriting it from scratch. The demonstration version of WebMathematics Interactive 2 (WMI2) has been shown to the expert audience on the CADGME conference. In this article we summarize the development goals and results. -
Process or object? Ways of solving mathematical problems using CAS
117-132Views:6Graphing and symbol manipulating calculators are now a part of mathematics education in many countries. In Norway symbol manipulating calculators have been used at various exams in upper secondary education. An important finding in mathematics education is the duality of mathematical entities – processes and objects. Building on the theoretical development by Anna Sfard and others, the students' solutions on exam problems in upper secondary education are discussed with reference to procedural and structural knowledge.
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