Abstracts of Research Papers:

Analysis of Computer Algebra System Tutorials Using Cognitive Load Theory
Dr Patricia May
State University of New York at Delhi, New York, USA
maypl@delhi.edu

Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this critical issue. This study used Cognitive Load Theory to design and compare three types of CAS tutorials, investigating the split attention and redundancy hypotheses. Contrary to predictions based on Cognitive Load Theory, there were no significant differences in performance among the three groups. Qualitative data obtained from observation and post-interviews are integrated throughout and prove helpful in explaining these discrepancies. A significant interaction was found between mathematical ability and tutorial method.

Experiences in evaluating outcomes in tool-based, competence building education in dynamical systems using symbolic computer algebra
John W. Perram, Morten Andersen, Lars-Peter Ellekilde and Poul G. Hjorth
The Maersk Mckinney Moller Institute University of Southern Denmark, Odense, Denmark. jperram@mip.sdu.dk , mortena@mip.sdu.dk , lpeu@mip.sdu.d ; P.g.hjorth@mat.dtu.dk

This paper discusses experience with alternative assessment strategies for an introductory course in dynamical systems, where the use of computer algebra and calculus is fully integrated into the learning process, so that the standard written examination would not be appropriate. Instead, students' competence was assessed by grading three large scale projects submitted during the course of the semester, supplemented by an oral examination. The oral required students' to discuss their electronic toolbox of symbolic, numerical and graphical code fragments collected from the electronic textbook and their project reports, and to demonstrate its robustness by trying to solve an unseen problem using it.

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How Learning Mathematics Can Be Made More Enjoyable
by Ciro D’Apice and Rosanna Manzo
Department of Information Engineering and Applied Mathematics, University of Salerno, Via Ponte Don Melillo, 84084 Fisciano (SA), Italy.
dapice@diima.unisa.it

New information technologies can act as a Trojan horse offering activities that will require major changes in the teaching-learning process. Computer aided learning applications are able to offer advanced students the opportunity to improve their skills and to maintain their motivation. In the spirit of “learning by doing”, they are encouraged to discover principles by themselves. In this paper, a friendly package implemented in Mathematica was developed with the aim of laying to rest the idea that Mathematics and its teaching are tedious! It was designed in order to closely connect the expositive component, i.e. material that describes the theoretical background of the subject, and the active component for exercises.