Additional Talks on Mathematical Educations

Talk # 1: Wednesday March 31, 2004 , 2:30 – 3:35 , Hall B, Main Building , AUS
Derive 6  A computer program for teaching and learning mathematics

UAE-Math-Day Invited Speaker: Prof. Bernhard Kutzler

Distinguished professor in Computer Algebra in Mathematical Education, Vice Chairman of the Austrian center for Didactics of Computer Algebra (ACDCA).

Abstract: Since the days that computers emerged as fast and diligent number-crunching devices, mathematicians have searched for ways of getting them to perform increasingly sophisticated tasks. This has led to the latest development in technology, computer algebra systems, a sort of mathematical expert system, which is necessarily changing the way we do mathematics.  Derive is a very mature computer algebra system for PCs, its roots go back to the late Seventies. It is the first computer algebra system, which was widely used as a tool for teaching and learning mathematics. Many ministries and school authorities throughout Europe have adopted Derive as the primary computer tool for mathematics education. Derive 6 is the newest version with a lot of features which support teachers and students in a mathematics class. We give an overview of Derive 6 with emphasis on these more pedagogical product features. We demonstrate these features with appropriate classroom examples from lower and upper secondary school mathematics and put them into a general didactical framework.

Talk# 2: Wednesday March 31, 2004 , 4:00 – 5:15 pm , Hall B, Main Building , AUS
Integrating CAS into Assessment
An Inevitable Step Towards CAS-Supported Mathematics Teaching

UAE-Math-Day Invited Speaker: Dr. Vlasta Kokol-Voljc

Distinguished professor in Mathematical Education
University of Maribor, Faculty of Education, Slovenia

In mathematics teaching, the application of mathematical concepts is done through solving mathematical problems. Mathematical problems play an important role as a tool of generalization within the process of developing mathematical concepts in the form of exercises and homework. They are also a key for both the teacher and the student for getting feedback about their efficiency during the learning process (assessment). We show with concrete examples that using CAS still allows us to use most of our traditional exam questions either with some minor adaptations or with some meaningful recycling. We also present CAS-permitting assessment models.