Volume 12 Number 2

Abstracts of Research Papers:

The Use of Online Homework Systems to Enhance Out-of-Class Student Engagement
Melanie B. Butler2and Ryan J. Zerr2
1 Department of Mathematics, Eberly College of Arts and Sciences, West Virginia University, 320 Armstrong Hall, Morgantown, WV 26506-6310, USA mbutler@math.wvu.edu
2 Mathematics Department, University of North Dakota, PO Box 8376, Grand Forks, ND 58202, USA ryan.zerr@und.nodak.edu

We report on implementations of online homework systems at two moderately-sized state universities. These implementations were created with the intention of supporting student engagement outside of the classroom by mimicking the attempt-feedback-reattempt sequence of events which often occurs in a teacher’s presence. Evidence is presented which suggests that this was being accomplished. Furthermore, student sentiment towards the systems was positive and suggests that the students themselves feel the online assignments were beneficial. The online assignments were created with general course management software which was already being used campus-wide. Therefore, no additional hardware or software resources were required. This may be a benefit to those interested in implementing such a system but who do not have the resources to put a dedicated system into place.

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Effects of Using a Computer Algebra System (CAS) on Junior College Students’ Attitudes towards CAS and Achievement in Mathematics
Ng Wee Leng1, Kwee Tiow Choo2, Lau Hock Soon2, Koh Yi-Huak2and Yap Yew Sun2
1National Institute of Education, Nanyang Technological University, Singapore wlng@nie.edu.sg
2 Hwa Chong Junior College, Singapore.

This study examines the effects of using Texas Instruments’ Voyage 200 calculator (V200), a graphing calculator with a built-in computer algebra system (CAS), on attitudes towards CAS and achievement in mathematics of junior college students (17 year olds). Students’ attitudes towards CAS were examined using a 40-item Likert-type instrument developed by the main author while the effects of the use of CAS on student achievement were examined by comparing scores of the treatment and control groups on an achievement test designed to reflect the curricular goals. Descriptive data were also collected to investigate students’ perceptions of the usefulness of the V200. Although a significant positive difference in student achievement was not found between the treatment and control groups, the results of this study indicate that appropriate use of the V200 in the mathematics classroom can improve students’ attitudes towards CAS.

Vedic Algorithms Revisited By Mathematics Teachers And Computer Science Teachers: A Comparative Study
Yifat Ben-David Kolikant1 , Sarah Pollack2 and Nurit Zehavi 2
1 School of Education, Hebrew University of Jerusalem, yifatbdk@mscc.huji.ac.il
2 Department of Science Teaching , Weizmann Institute of Science, Israel ntsara@wisemail.weizmann.ac.il , Nurit.Zehavi@weizmann.ac.il

Mathematics and computer science share many similarities in concepts, theorems, and methods. To explore the potential of pedagogical cross-fertilisation between the domains a comparative study was carried out. We designed a workshop for teachers and conducted it twice, with a group of mathematics teachers and with a group of computer science teachers. Each group was engaged in investigating ancient Vedic algorithms in a modern computer algebra system (CAS) environment. The teachers discussed (a) the knowledge required to perform the Vedic methods of calculation, (b) the relationship between the mathematical justification and the computer program, and (c) the didactical value of the algorithms. Despite the natural difference between the two groups' point of view, we found that each group appreciated and learned ideas and skills that in fact constitute part of the knowledge of the other discipline. Therefore, we recommend that teachers as well as students should be exposed to cross-fertilisation between the domains.

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Some Algebraic Manipulations with Polynomials using MS Excel
(Division and Multiplication Tables)
Mohamed El-Gebeily and Balarabe Yushau
Department of Mathematical Sciences, King Fahd University of Petroleum & Minerals, Dhahran, 31261, Saudi Arabia
mgebeily@kfupm.edu.sa , byushau@kfupm.edu.sa

Polynomial addition and subtraction are relatively straightforward techniques, however, multiplication and division are not. In this paper, we show how one can use Microsoft Excel to divide and multiply polynomials of “any” degree. The model needs to be set once and then all subsequent operations are carried out automatically. The approach is easy to follow, and can be implemented in the classroom by teachers. Similarly students can use it to easily crosscheck their work.