Technology Research Papers Pre 2001

Please click on the links below to read the abstracts of the papers, alternatively you may wish to scroll through them.

Walker B & Graham T, 2000, A Report on Experiences of Using Desktop Video Conferencing in Mathematics. Teaching Mathematics and its Applications, Vol. 19, No 4, pp173 - 178
This paper reports on the results of an experiment to investigate the use of desk top video conferencing (DVC) to provide one to one tutorial support in mathematics. The paper describes how the equipment has been used and provides examples from some of the sessions that have taken place. The authors then outline some of the potential advantages and disadvantages of DVC in this context.

Graham E. and Sharp J., 1999, An Investigation into Able Students’ Understanding of Motion Graphs. J Teaching Mathematics & its Applications, Vol. 18 No 3, pp 128-135
This paper reports on three tasks that were used to evaluate the understanding that able 13-year old mathematics students have of motion graphs. The results indicated that relatively few students had a sound understanding that could be applied consistently. The major error that was demonstrated by the students was the use of a position criterion to draw conclusions about speeds. The tasks also revealed that there were a number of students who were unfamiliar with velocity. A number of questions that formed part of the tasks contained interesting features that seemed to prompt changes in reasoning for some students. The authors feel that these questions could be worthy of further investigation in order to develop strategies for improving student understanding.

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Graham E. and Sharp J., 1999. Exploring Displacement-time Graphs with the TI Calculator Based Laboratory and a Motion Detector. Mathematics in School, Vol. 28 No 2 pp 12-14
Many students experience difficulties in interpreting and using motion graphs. New technology has provided an interactive environment in which it is possible for graphs to be generated on a calculator or computer screen at the same time as an object actually moves. This new technology provides the possibility of developing new teaching approaches. This article reports on workshops that made use of a graphics calculator linked to a motion detector, to improve student understanding of displacement-time graphs.

Graham E, 1997, DERIVE: Passing Acquaintance or Friend for Life?, The International Journal of Computer Education in Mathematics Education, 4, 129-140
This paper reports on the results of a survey to investigate whether or not students make use of DERIVE in their future studies, having been introduced to it and having made extensive use of it during a Foundation year in Engineering. The results of the survey suggest that the majority of students will continue to use the package, even though some of them meet opposition to its use in their later engineering mathematics courses. However most students do not make the best use that they could of DERIVE because they lack access to the resources that they would need to get the best out of the package.

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Berry J. and Sharp J., 2001, Using Graphic Calculators to Develop the Feel for Mathematics Proceedings of the International Teachers Teaching with Technology Conference, Columbus, Ohio
During the past five years the authors have run many training courses on the use of hand-held technology in the teaching and learning of Mathematics. These courses have been offered throughout the United Kingdom and internationally from The Hague in Europe to Phuket in Thailand. One of the common views expressed by many of the teachers that we have met is that because of the use of technology today's students will not 'see and feel mathematics' in the same way as we do. Our argument is that with technology students may not need the same feel for mathematics and that this does not matter. What we need to do as mathematics educationalists is to explore the different needs of mathematicians in the twenty-first century. In this paper we provide examples of approaches to learning and doing mathematics that will enhance a good conceptual understanding and that this will help to develop a 'feel for mathematics' that is as useful as a traditional one that is based on a purely algebraic approach.

Sharp J and Berry J., 2001, These have worked for us! Proceedings of the International Teachers Teaching with Technology Conference, Columbus, Ohio
The Centre for Teaching Mathematics at the University of Plymouth run a Mathematics Enrichment Programme which provides extra curricular activities for students from year 4 through to 12. Often we work with the able students who need the extra activities to maintain their interest in the subject - the bright ones will soon get turned off if they are not being challenged. However we also work with students who are not particularly motivated about mathematics. This means that the tasks and activities we provide need to cover both a wide age range and mixed ability. We often use hand-held technology in the workshops and activities and this session presents some of the activities that have worked both for us and for the students.

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Berry J., Maull W., Monaghan J. and Johnson P., 1999, Advanced Calculators and Routine Questions in Traditional Examinations. In: Proceedings of ICTCM12, Addison Wesley.
Our starting point is: do students taking 'traditional' examinations for a first course in calculus who attain lower pass grades generally obtain these grades by answering 'routine' parts of questions and' if so, is the use of advanced calculators in these examinations likely to make matters worse?

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Berry J., 1999, A Computer Algebra System as a Mentor for the Apprentice Mathematician
In: Eds: W Spunde, P Cretchley & R Hubbard, The Challenge of Diversity; Proceedings of the Delta’99 Symposium on Undergraduate Mathematics, pp 38 – 42. Queensland., Australia.
The acceptance of calculator technology as an integral part of the mathematics curriculum in schools, colleges and universities is a continuing subject for discussion with the level and heat of the debate rising and falling periodically. The debate is now exercising the minds of teachers in higher education with most mathematics and engineering departments in the UK banning graphic calculators for examinations and thus discouraging their use during the teaching and learning process. In this paper I will argue that a Computer Algebra System should be an integral part of the student mathematicians tool kit.

Berry J., 1997, Investigating Mathematics with the TI-92, International Journal of Computer Algebra in Mathematics Education, Vol. 4 No 1, pp 33-48
This paper is a personal view of my experiences of using symbolic algebra in teaching at the University of Plymouth. I intend to take a look at various mathematics topics and discuss how we might use symbolic algebra to teach them. I will begin with two questions "What is Mathematics?" and "What are good ingredients of teaching/learning Mathematics?" and of course related to these two questions is a third "What is the role of technology?"

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