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• Learning and teaching combinatorics with Sage

  389-398

  István Vajda

  Views:

  12

  Learning 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.

• Interactive web portals in mathematics

  347-361

  Róbert Vajda

  Zoltán Kovács

  Views:

  6

  Many 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.

• Blind versus wise use of CAS

  407-417

  Zoltán Kovács

  Views:

  1

  During 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.

• From iteration to one - dimensional discrete dynamical systems using CAS

  271-296

  Csaba Sárvári

  Mihály Klincsik

  Views:

  7

  In 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.

• WMI2: interactive mathematics on the web

  393-405

  Zoltán Kovács

  Views:

  2

  After 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.