Maple for Distance Education in Secondary Schools During the COVID-19 Emergency

Fissore, Cecilia; Floris, Francesco; Marchisio, Marina; Sacchet, Matteo

doi:10.1007/978-3-030-81698-8_14

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…All these questions are also grounded in the recent experience of the Covid-19 pandemic (Fissore et al, 2021a). In this paper, a description of how the author has implemented recommendations for good practice in different educational activities with students is outlined.…”

Section: Introductionmentioning

confidence: 99%

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Sacchet

2022

Maple Trans.

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Students at all levels of schooling in all countries of the world need to practice mathematical problem solving to develop competencies that they will apply in real-life scenarios. On the other hand, concerning solving, problem posing refers to both the generation of new problems and the re-formulation of given problems. Teaching mathematics from a problem posing and problem-solving perspective entails more than solving non-routine problems or typical textbook types of problems. It is a way for students to exercise all aspects of problem solving: exploring, conjecturing, examining, testing, and generalizing. Tasks should be accessible and extend students’ knowledge. Even students should formulate problems from given situations and create new problems by modifying the conditions of a given problem. The quality of problems submitted to students is an issue that needs to be carefully considered. This work presents different ways to apply good practices when designing a problem-solving activity with students. It is based on the experience of Digital Math Training, a project whose aim is to develop and strengthen Mathematics and Computer Science skills through problem solving activities using the Advanced Computing Environment (ACE) Maple. After initial training in the laboratories of the schools, 3 students per class - the most skilled or motivated ones - participate in online training. They are asked to solve a problem every 10 days and to submit their solution. Meanwhile, students can participate in weekly synchronous tutoring on the use of Maple and collaborate with their colleagues through forum discussions. Students are selected in an intermediate competition and a final one. In this setting it is important to carefully plan and present the activity to the students, the text of the problem should be clear, and concise, with little storytelling to enter the setting of the problem. The problems should not be too theoretical, although they may inspect specific aspects of the related theory. They need to be solved by starting with simpler requests until the most difficult ones, close to the edge of students' knowledge, are reached. The solutions can make use of a calculator, in our case the ACE Maple. Precise design principles are based on both the adoption of suitable practice and the use of Maple. These principles can be adapted to different situations. The paper describes all these features with examples, according to the literature.

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Section: Introductionmentioning

confidence: 99%

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Sacchet

2022

Maple Trans.

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From Formulas to Functions through Geometry: A Path to Understanding Algebraic Computations

Barana

2021

EJIHPE

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The teaching of algebra at the secondary school level has faced a great revolution during the last 50 years. While previously, it was focused on technicisms and pure syntactic rules, the most modern trends recommend using a functional approach to algebra and giving more prominence to conversions among different representation registers than treatments as simplifications and expansions. Nowadays, the daily practice in teaching algebra is still influenced by the traditional approach, and there is a need to offer teachers examples of activities that can give meaning to algebraic computations. This study proposes a set of interactive activities for eighth grade students, with a functional approach to formulas in a geometric context. The goal of the study is to investigate how similar activities can help students to develop multiple approaches to problems, understand algebraic formulas, and discern which main problems they face. The activities were tested with about 300 students, and qualitative and quantitative data were analyzed to answer the research questions.

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Calculus and digital natives in rendezvous: wxMaxima impact

Karjanto

Husain²

2021

Preprint

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This article introduces and explains a computer algebra system (CAS) wxMaxima for teaching and learning of Calculus, both Single-Variable and Multivariable, at the tertiary level to digital natives in South Korea. The didactic underlying this approach is a necessity to combine an element of technology into our classroom to enhance student's understanding of Calculus concepts. For many mathematics educators who have been teaching mathematics using CAS, this material is of great interest, particularly for secondary teachers and university instructors who plan to introduce another alternative CAS into their classrooms. Despite growing up with technology, encouraging Korean digital natives to embrace wxMaxima presents its unique challenges.

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Maple for Distance Education in Secondary Schools During the COVID-19 Emergency

Cited by 3 publications

References 13 publications

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

Ten Tips for Successful Creation of Contextualized Problems for Secondary School Students with Maple

From Formulas to Functions through Geometry: A Path to Understanding Algebraic Computations

Calculus and digital natives in rendezvous: wxMaxima impact

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