On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey

Buteau, Chantal; Jarvis, Daniel H.; Lavicza, Zsolt

doi:10.1080/14926156.2014.874614

Cited by 20 publications

(20 citation statements)

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“…Notwithstanding the many advantages of adopting mathematical e-learning, Buteau et al (2014) in a Canadian survey, reported a lack of enthusiasm by teachers towards using CAS in mathematics classes. Similarly, Borovik (2011) quoted a 2010 teaching position statement from the London Mathematical Society that stated, "Not every area of study needed or was compatible with e-learning, and so to assume it would grant blanket advantages was not accurate".…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, Borovik (2011) quoted a 2010 teaching position statement from the London Mathematical Society that stated, "Not every area of study needed or was compatible with e-learning, and so to assume it would grant blanket advantages was not accurate". According to Buteau et al (2014), the time required for developing CAS-related teaching material, and the tight class time making it difficult to add CAS-related activities, were the two most significant factors inhibiting teachers' utilisation of CAS. Teachers surveyed also warned that overreliance on CAS may hinder students from acquiring the underlying mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Edwin

Ahn

2019

Educ Inf Technol

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This paper analyses student views on an e-learning intervention that incorporated a content development tool and computer algebra systems, aimed at improving performance and applicability of mathematics knowledge. The study deliberately relied on open source tools, with high usability both online and offline, that can be customized to address the peculiarities of mathematics instruction in developing countries. Repeated ANOVA and logistic regression were among the statistical methods used to analyze the data. Key findings showed that usability and detailed feedback were the qualities of computer algebra system that were most desired by students. Content quality, problem solving abilities and internet availability were key factors for mathematical e-learning satisfaction. The research showed that the use of an interactive content development tool and computer algebra systems can help the teachers to be more innovative and adopt project-based examination formats that encourage knowledge applicability. The e-learning tools helped the students to self-regulate and discover their own knowledge, which increased their chances of handling application type problems. Among others, the study recommended set up of mathematical e-laboratories which can be accessed by students for at least 3 days per week.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Edwin

Ahn

2019

Educ Inf Technol

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“…One of possible didactic methods purposed to solve the stated problems is usage of specialized computer packages: programming languages (Peng et al, 2014); CAS -Computer Algebra Systems (Buteau, Jarvis, & Lavicza, 2014;Mezhennaya & Pugachev, 2018;Särvari, 2005); spreadsheets (Neuwirth, 1995;Haspekian, 2005;Ibrahim, 2009;Sanford, 2018); program packages for mobile devices (Harrison & Lee, 2018), e.g., GeoGebra (Albano & Dello Iacono, 2018;Jacinto & Carreira, 2017), Wolfram Alpha (Weisstein, 2014), etc.…”

Section: Introductionmentioning

confidence: 99%

“…The research (Buteau et al, 2014) has explored the attitude of the modern scientific society to CAS and established that STEM specialists (STEM -Science, Technology, Engineering, and Mathematics) regard CAS as an integral part of research methods of modern mathematics; therefore, one of the main drivers of penetration of CAS in education is their usage in future research work. Hereby the research (Buteau et al, 2014) has revealed that CAS are used in the education process mainly as a means of solving tasks, and quite rarely as a means of current and final control; the decision to use CAS and/or to use a certain type of CAS is mainly a teacher's individual initiative. Many researchers describe the methods of penetration of CAS in the education process, see e.g.…”

Section: Introductionmentioning

confidence: 99%

On Perception of Computer Algebra Systems and Microsoft Excel by Engineering Students

Mezhennaya

Pugachev

2019

PEC

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This research presents the analysis of image of the popular program packages: CAS (Computer Algebra Systems) Matlab, Mathcad, Mathematica, and the spreadsheet ‘Microsoft Excel’ among students of engineering specializations studying in Bauman Moscow State Technical University (BMSTU). The research has explored perception of program packages by all students (N=164), and by male students (N=110) and female students (N=54) separately. Image of the program packages, convenience of their interfaces, usage scenarios, and applicability for solution of tasks of certain types have been explored via questioning the students. Moreover, the students assessed likelihood of using the programs in the future. It was established that all the program packages under consideration can be successfully used in the process of education, but some of them (Matlab and Mathematica) require additional lessons to learn their interface and peculiarities. Gender differences in perception of the program packages do not determine the education outcomes. The differences of perception of the programs are mainly caused by their popularity and the students’ skills of using certain programs. The following gender differences have been detected: in the female students’ sample, the programs Mathcad and Excel are leading, Matlab is performed a little worse; Matlab is associated with the statement “difficult / inconvenient interface”. In the male students’ sample, the three programs Matlab, Mathcad, and Microsoft Excel got nearly equal grades. Female students estimate future usage of Microsoft Excel higher than male students do. The CAS Mathematica takes the lowest places for both samples; as a possible cause of such result, it has been found that Mathematica is not widespread as compared to the other programs under consideration. Keywords: computer algebra system, education statistics, engineering education, mathematical education, Mathcad, Mathematica, Matlab, Microsoft Excel.

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“…By contrast, at the university level, Buteau et al (2014a) found in their national survey study that programming was the second most used mathematics technology by mathematicians in Canada in their research work after computer algebra systems (CAS). However, surprisingly, among all the eight mathematics technologies surveyed, only programming was not integrated to the same extent in teaching as it was in research.…”

mentioning

confidence: 99%

When a University Mathematics Department Adopted Core Mathematics Courses of an Unintentionally Constructionist Nature: Really?

Buteau

Müller

Marshall

2015

Digit Exp Math Educ

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In a sequence of core mathematics courses instituted in 2001 at Brock University, students learn to design, program and use interactive computer environments, in order to investigate a self-stated mathematical conjecture, a concept, a theorem or a real-world situation. In this article, we provide documentation for the complete implementation process (design and adoption, actual implementation and student outcomes) of these technology-rich courses, underlining that their development occurred independent of ideas from the constructionism and microworld literature. However, we argue for their implicitly constructionist nature and explore the issue of a form of constructionist implementation acceptable to stakeholders in university mathematics education. Results of this exploratory case study propose three dominant elements for an adoptable description: i) students learning (to do) mathematics by programming and conducting their own mathematical explorations; ii) an explicit aim of empowering students articulated in pragmatic ways; iii) an implicit acknowledgement of constructionist student learning (e.g., through the explicit role of the instructor in fostering and valuing student creativity in mathematical work).Keywords University mathematics . Constructionism . Implementation process . Adoption . Microworld . Exploratory objects Very early on in the discussions of the use of digital technology in mathematics education, Papert (1980a) envisioned a reform of mathematics education where students would engage in mathematics learning in a very personal way. Papert (1991) later termed his approach Constructionism, a paradigm Bunique in its attention to the ways in which meanings are generated during individual and collective bricolage with digital

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On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey

Cited by 20 publications

References 6 publications

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

On Perception of Computer Algebra Systems and Microsoft Excel by Engineering Students

When a University Mathematics Department Adopted Core Mathematics Courses of an Unintentionally Constructionist Nature: Really?

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