Symbolic computing and mathematics education

• A lab sequence with the computer algebra system Maple was integrated in one of the analysis courses for beginning engineering students. The students appreciated the labs, but questionned their value for the learning of analysis. There was a significant shift over time toward a higher appreciation of the labs, and most students wanted Maple in the course. No significant differences were found in mathematical achievement or attitudes between the lab and control groups. The plotting function of Maple was valued for learning and understanding analysis. Data indicate, however, that the symbolic computational feature of a computer algebra system will not be fully appreciated until students are familiar with the computations. It thus seems necessary, when planning to use a computer algebra system as a learning tool, to explicate the intended learning paradigm, how the computational facilities of the system are to be used, and what kind of mathematical competence students develop and get out of the course. A conclusion from this study is that the use in education of thus type of technology is appreciated by the students, but that early in an analysis course it should be used mainly as a support to imagery, and that only later in the course automated algebraic computations should be used for example as a problem solving tool.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Publikations- och innehållstyp

vet (ämneskategori)

rap (ämneskategori)