Abstract
Recent decades have seen phenomenal growth in the use of communication and collaborative technologies in many academic disciplines. There has, however, been little adoption of tools for online collaboration in post-secondary mathematics education. In this paper, we argue both that this may be due to limitations of mathematical interfaces and that the adoption of collaborative tools may provide significant pedagogical benefits. To date, mathematical user-interface research has focused primarily on mathematical expression input, and mostly from a perceptive of document creation or computer algebra system use by expert users. Little work has been done on the specific needs of novice users, including students, and even less work has considered the manipulation of mathematical expressions. In this paper, we outline some user-interface challenges of current input systems with respect to entry and manipulation of mathematical expressions by novice users, and we introduce a model that makes entry and manipulation easier for those users.
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