Some Reflections About the Success and Impact of the Computer Algebra System DERIVE with a 10-Year Time Perspective

Roanes–Lozano, Eugenio; García, J.; Macías, Carmen Solano

doi:10.1007/s11786-019-00404-9

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…In recent decades, the significant progress that has been made in the development of numerical and symbolic mathematical software, including CASs, has led to transformative shifts in teaching methods and problem-solving approaches in higher education mathematics [5] [6]. A CAS is a specialized software designed to perform symbolic mathematical calculations, such as algebraic manipulations, calculus, and Learning Mathematics with Large Language Models: A Comparative Study with Computer Algebra Systems and Other Tools matrix operations.…”

Section: Cas In Higher Education Mathematicsmentioning

confidence: 99%

Learning Mathematics with Large Language Models

Matzakos,

Doukakis,

Moundridou

2023

Int. J. Emerg. Technol. Learn.

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Artificial intelligence (AI) has permeated all human activities, bringing about significant changes and creating new scientific and ethical challenges. The field of education could not be an exception to this development. OpenAI’s unveiling of ChatGPT, their large language model (LLM), has sparked significant interest in the potential applications of this technology in education. This paper aims to contribute to the ongoing discussion on the role of AI in education and its potential implications for the future of learning by exploring how LLMs could be utilized in the teaching of mathematics in higher education and how they compare to the currently widely used computer algebra systems (CAS) and other mathematical tools. It argues that these innovative tools have the potential to provide functional and pedagogical opportunities that may influence changes in curriculum and assessment approaches.

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Section: Cas In Higher Education Mathematicsmentioning

confidence: 99%

Learning Mathematics with Large Language Models

Matzakos,

Doukakis,

Moundridou

2023

Int. J. Emerg. Technol. Learn.

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“…Surprisingly, despite the success of DERIVE in the late 90s [6][7][8], the use of CAS in secondary education is still scarce. This contrasts with the widely spread use of the dynamic geometry system (DGS) GeoGebra [9].…”

Section: Can I Bring My Calculator To the Exam?mentioning

confidence: 99%

Can I Bring My Calculator to the Exam? Some Reflections on the Abstraction Level of Computer Algebra Systems

Roanes–Lozano

2022

Math.Comput.Sci.

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The author began working with computer algebra systems (CAS) in the 80s to perform effective computations for his Ph.D Thesis in algebra. He thought at that moment that there would be an explosion in the use of CAS for research and teaching (at all levels of education). Surprisingly, its use in secondary education is still scarce. This article details some personal reflections on elementary mathematics questions (from both the mathematical and the computational points of view) and proposes a classification of such questions, illustrated with several examples. It is focused on some of the present impressive capabilities of CAS, underlining their abstraction levels in some eye-catching examples. The article is mainly aimed at mathematics teachers who are not experts in CA. Nevertheless, it may also be of interest to CAS experts, as it includes reflections on a topic not usually treated: the abstraction level achieved by CAS and its impact in teaching and assessment.

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“…Regarding the teaching of mathematics, the use of applications has evolved considerably since their introduction, including tools such as MATLAB or DERIVE [26]. Nowadays, a wide variety of tools is available: there are text editors such as LaTeX [27] or Anno-MathTex, which recognize expressions and mathematical formulas, making it easier for students to edit them [28]; there are also a wide variety of applications that allow students to interpret mathematical concepts and facilitate interaction.…”

Section: Students' Digital Competencesmentioning

confidence: 99%

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

et al. 2021

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Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet.

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Some Reflections About the Success and Impact of the Computer Algebra System DERIVE with a 10-Year Time Perspective

Cited by 9 publications

References 15 publications

Learning Mathematics with Large Language Models

Learning Mathematics with Large Language Models

Can I Bring My Calculator to the Exam? Some Reflections on the Abstraction Level of Computer Algebra Systems

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

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