Computer-assisted Mathematics Research Articles

The Role Of Computer-Assisted Mathematics Teaching to Eliminate The Misconceptions On Absolute Value Done by Secondary School Students With Different Perceptual Learning Styles

Bu araştırmanın amacı ortaokul öğrencilerinin mutlak değer kavramında sahip olduğu kavram yanılgılarının giderilmesinde bilgisayar destekli matematik öğretimi (BDMÖ) yönteminin farklı algısal öğrenme stiline sahip öğrencilere etkilerinin belirlenmesidir. Araştırmada nitel araştırma desenlerinden eylem araştırması kullanılmıştır. Araştırma grubu bir devlet okulunun altıncı sınıfa devam eden 13 ortaokul öğrencisinden oluşmaktadır. Öğrencilerin tercih ettiği algısal öğrenme stillerinin belirlenmesi için Gökdağ (2004)’ ın hazırlamış olduğu “Öğrenme Stilleri Ölçeği (ÖSÖ)” kullanılmıştır. Araştırmada veri toplama aracı olarak “Altıncı Sınıflar İçin Tam Sayılar Kavram Yanılgısı Tespit Testi (TSKYTT-6)’ nin dördüncü, beşinci ve sekizinci maddeleri” ile “Yapılandırılmamış Görüşmeler” kullanılmıştır. Elde edilen veriler analiz edilirken içerik analizi yapılmıştır. Öğrencilerin mutlak değer kavramı ile ilgili çok sayıda kavram yanılgısına sahip oldukları tespit edilmiştir. Araştırma sonunda öğrencilerin BDMÖ uygulaması öncesinde sahip oldukları kavram yanılgılarının önemli bir kısmının BDMÖ uygulaması ile giderilebildiği görülmektedir. Araştırmaya katılan öğrencilerden BDMÖ uygulaması öncesinde biri işitsel ve biri kinestetik toplamda iki öğrencinin, BDMÖ uygulaması sonrasında üçü işitsel ve üçü kinestetik toplamda altı öğrencinin hiçbir kavram yanılgısına sahip olmadığı tespit edilmiştir. İşitsel algısal öğrenme stiline (AÖS) sahip öğrencilerin BDMÖ uygulaması öncesinde sahip oldukları bütün kavram yanılgıları giderilmiş ve bu öğrenciler hiçbir yeni kavram yanılgısı oluşturmamışlardır. Bu araştırma öğrencileri öğrenme stilleri yerine başarı seviyelerine göre gruplayarak tekrar edilebilir.

Creation of Educational Innovations through Cloud-based Constructivism and Connectivism Learning for Undergraduates

This research examined the process of creating educational innovations through cloud-based constructivism and connectivism learning for undergraduates. The objectives were as follows: (1) To examine the cloud-based constructivism and connectivism learning model’s roles in helping undergraduates create educational innovations; and (2) To evaluate the learning and innovation skills of students participating in cloud-based constructivism. The population in the study consisted of 60 undergraduates of Phetchaburi Rajabhat University, acquired using simple random sampling. The undergraduates were enrolled in a course for designing and developing games for education and computer-assisted mathematics instruction. The independent variable was the format of the constructivism and connectivism learning model for undergraduates involving cloud technology to promote innovative education. The dependent variable was the result of innovative education. The research findings were as follows: (1) Participants’ overall satisfaction with the model was at the highest level (x  = 4.53, S.D. = 0.60). (2) Out of the 60 students, 21 created innovative educational workpieces. Four workpieces were accepted for academic publication, showing that this model allowed learners to analyze media, promote innovative education, and apply educational innovations.

Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi

Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. This study aimed to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on pre-service mathematics teachers' motivation and cognitive load. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The experimental group participated in learning activities with DMLO prepared as part of CAME. The results of the study showed that CAME using DMLO significantly impacted the motivation and cognitive load of pre-service teachers. The visuals and graphics used were evaluated as interesting, fun and engaging by the pre-service teachers. The results were analyzed along with the qualitative data obtained in accordance with the pre-service mathematics teachers' opinions and experiences, and the reasons for the quantitative results were explained. DMLOs can be offered to higher education students taking mathematics courses in different departments of universities. In addition to regular teaching, it may be useful to ensure the use of DMLOs as extracurricular materials through mobile devices.

The early history of computer-assisted mathematics instruction for engineering students in the United States: 1965-1989

The article discusses ICT development issues in teaching mathematics to engineering students in the United States. The nature of trends in the convergence of information systems in higher technical education and other tendencies in the United States are described in the article. The primary historical stages of computer-assisted mathematics training for engineering students in the United States are defined. The study of historical sources has allowed six stages to be recognized. The use of ICT for teaching mathematics is examined at each stage. It demonstrates the inconsistencies and key elements of using ICT to teach mathematics to engineering students. This article covers the first three stages (1965-1989) of computer-assisted mathematics training for engineering students in the United States.

Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.

Traditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success

The purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computer-assisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month’s time, using several databases. Based on this extensive review, the studies ( N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that student-centered teaching should be used in mathematics, rather than the traditional one.

An Analysis of the Relationship between the Metaphorical Perceptions of Classroom Teacher Candidates Towards Computer-Assisted Mathematics Instruction and Their Learning Approaches

This study aims to reveal the perceptions that classroom teacher candidates have regarding the concept of computer-assisted mathematics instruction (CAMI), with the help of metaphors. Furthermore, the another aim of the study of this study consists of an analysis of whether these metaphors differed based on the teacher candidates’ learning approaches. The descriptive and relational survey model was employed in the study. The study group was comprised of 90 teacher candidates, who were first-year students at the Department of Primary Education of a Faculty of Education in the Aegean Region. In order to determine the metaphoric perceptions of the teacher candidates, they were initially asked to complete the sentence “Computer-assisted mathematics instruction is like ........, because ......”. The data were interpreted, using the content analysis technique. Moreover, they were subjected to a scale for the purpose of analyzing whether there were any differences between the metaphors at different levels of learning approaches. The metaphors were found to be included in the categories “CAMI with positive aspects”, “CAMI with negative aspects”, “CAMI in terms of structural aspects” and CAMI with neutral aspects”. Upon the comparison of these categories to the learning approaches, it was found that teachers, who adopted the “deep” and “strategic” learning approach, had a much more positive perception, while those adopting the “surface” learning approach had a negative perception. Additionally, it was observed that teacher candidates, who rather put emphasis on the structural aspects and conditions of CAMI, were the ones to adopt the strategic learning approach. Thus, determination of the learning approaches adopted by teacher candidates and an analysis of their perceptions towards a number of concepts are considered to be significant as they could be effective in the course of their educational lives and in the processes of becoming role models when they start the profession.

Voevodsky's unfinished project: Filling the gap between pure and applied mathematics

In a series of lectures given in 2003, soon after receiving the Fields Medal for his results in the Algebraic Geometry, Vladimir Voevodsky (1966–2017) identifies two strategic goals for mathematics, which he plans to pursue in his further research. The first goal is to develop a ‘‘computerised library of mathematical knowledge,’’ which supports an automated proof-verification. The second goal is to ‘‘bridge pure and applied mathematics.’’ Voevodsky's research towards the first goal brought about the new Univalent foundations of mathematics. In view of the second goal Voevodsky in 2004 started to develop a mathematical theory of Population Dynamics, which involved the Categorical Probability theory. This latter project did not bring published results and was abandoned by Voevodsky in 2009 when he decided to focus his efforts on the Univalent foundations and closely related topics. In the present paper, which is based on Voevodsky's archival sources, I present Voevodsky's views of mathematics and its relationships with natural sciences, critically discuss these views, and suggest how Voevodsky's ideas and approaches in the applied mathematics can be further developed and pursued. A special attention is given to Voevodsky's original strategy to bridge the persisting gap between pure and applied mathematics where computers and the computer-assisted mathematics play a major role.

Covariational Reasoning of Prospective Mathematics Teachers: How Do Dynamic Animations Affect?

Covariational reasoning is about the ability of coordinating the variation in two simultaneously and dynamically changing quantities and being able to see these quantities at the same time by forming a multiplicative unit. Covariational reasoning ability has been considered as necessary and foundational to the understanding of many mathematical concepts ranging from elementary to tertiary levels. In this study, covariational reasoning abilities of prospective elementary school mathematics teachers and the effects of dynamic animations created in computer-based environments on these abilities have been investigated. Case study was used as a research design one of which is a qualitative research methodology. The participants of the study were 19 prospective elementary school mathematics teachers attending to an elective Computer-Assisted Mathematics Education course and four of them were selected for semi-structured interviews. The results showed the weakness in prospective elementary school mathematics teachers’ covariational reasoning abilities and the potential of dynamic animations in supporting covariational reasoning. The animations in dynamic computer environments seem to have minimal effect on paper and pencil solutions in general. However, these animations, if they were used with their data collection and graph drawing properties, affected prospective teachers ways of reasoning in two ways: (i) forcing them to revise and rethink about the current ways of reasoning used during paper and pencil solutions, and (ii) lowering the cognitive load or removing the necessity of deep thinking on the situation. For the first case, the activities supported with the dynamic animations play a supportive role in developing covariational reasoning. For the second case, the dynamic animations did not contribute to prospective teachers’ covariational reasoning, rather they just played a mediating tool role that helps them to find a result.

IbM PELATIHAN PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER PADA GURU-GURU SMP DI KECAMATAN TOMOHON TENGAH

In mathematics learning using compurter is needed. Computer-Assisted Mathematics is considered necessary in helping students to understand the lessons. Usingcomputers as a medium let the students understand the materials given,of course requires the role of teachers. Therefore it is necessary to conduct training for teachers with the aim of guiding the teachers to implement the learning process in assistance of computers to understand the materials that are difficult for students.The targets of this activity are: (1) To obtain the description of the quality of junior mathematics teachers in Computer-Assisted Mathematics (2) To increase students' interest in learning mathematics and students' understanding of the correct mathematical concepts related to materials which are abstract (3) To increase the use of Computer-Assisted media in learning mathematics. The targets of this activity are junior high school mathematics teachers in the district of Central Tomohon.Based on the results of observation and evaluation on the implementation of this activity, ofthe computer-assisted mathematics training obtained the following results: First, teachers have high enthusiasm in learning about thecomputer-assisted mathematics. Second, teachers can use computer aids in the form of mathematical software such as: (1) Geometer's Sketchpad in teachinggeometry,that is to draw the right kind of triangle and prove Pythagoras theorem. (2) Geogebra in teaching geometric transformation (reflection, rotation, dilation) and seeking solutions of SPLDV and SPTLDV. (3) Yenka to teach the matters of mathematical models. (4) Macromedia Flash products inlearningmathematics especially about planes. Overall, computer-assisted mathematics training activities, in the form of utilizing mathematics softwares, provides satisfaction for the participants. In addition, the highly perceived benefit is that teachers can use the software that has been studied in computer-assisted mathematics training to facilitate the students in understanding the concept of mathematics appropriately. Keywords: Workshops, Computer-Assisted Mathematics

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this qualitative analysis, the researchers provided the teachers with in-service training titled Computer-assisted Mathematics Instruction Workshop regarding the integration of the Mathematica software which is a computer algebra system in learning-teaching environments. The participating teachers then conducted computer-assisted mathematics instruction activities in their classroom via the Mathematica software regarding the graphs of quadratic equations (parabola). Semi-structured interview and observation forms were used as data collection tools in the study. The data were analyzed using the descriptive analysis method. As a result of evaluation, it was found that before the Computer-Assisted Mathematics Instruction Workshop, the participants either never implemented technology integration or implemented it on the elementary level which is replacement. After the workshop, it was observed that the teachers achieved the technology integration in classroom implementations on the level of transformation and the top level of amplification and showed improvements in this matter. In the observations made after the workshop, it was seen that the teachers generally employed a student-oriented education approach and encouraged students to facilitate their own learning and make their own inferences utilizing computers and worksheets. It was observed that this situation led to changes in classroom routines and contributed to students' acquisition of deeper comprehension by their own efforts. Additionally, it was understood that the students or the teachers did not have any difficulty in using the computer-assisted mathematics instruction materials prepared in Mathematica.

Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

HIGH SCHOOL MATHEMATICS TEACHERS’ VIEWS ON COMPUTER-ASSISTED MATHEMATICS INSTRUCTION THROUGH COMPUTER ALGEBRA SYSTEMS IN TURKEY

In this paper, high school mathematics teachers’ views on computer-assisted mathematics instruction and on computer algebra systems (CAS) were explored in two stages, before and after they were trained on it. This study is based on the case study model of the qualitative research method. Semi-structured interview forms constitute the data of the study. Some codes and themes were established with the descriptive and content analyses of the data. The results show that teachers had positive opinions about computer-assisted mathematics instruction before they were trained, yet a majority of them was not able to use it in their classes for several reasons. However, it is seen that none of the teachers except for one knew about computer algebra systems (CAS). It is understood after the training that all the teachers wanted to use computer-assisted mathematics instruction in their classes, and thus they needed to use Mathematica, which is a computer algebra system, during the process. Likewise, while most of the teachers did not want their students to interact with computers or tablets in their classes before the computer-assisted mathematics instruction training, almost all of them had a favorable opinion of it after the training. Article visualizations:

Computers as a Source of A Posteriori Knowledge in Mathematics

ABSTRACTElectronic computers form an integral part of modern mathematical practice. Several high-profile results have been proven with techniques where computer calculations form an essential part of the proof. In the traditional philosophical literature, such proofs have been taken to constitute a posteriori knowledge. However, this traditional stance has recently been challenged by Mark McEvoy, who claims that computer calculations can constitute a priori mathematical proofs, even in cases where the calculations made by the computer are too numerous to be surveyed by human agents. In this article we point out the deficits of the traditional literature that has called for McEvoy’s correction. We also explain why McEvoy’s defence of mathematical apriorism fails and we discuss how the debate over the epistemological status of computer-assisted mathematics contains several unfortunate conceptual reductions.

The content analysis of the computer-assisted studies in mathematics education between the years 2009-2014/April

<p>In this study, the examination of the trends regarding the used methods and methods through the content analysis of the published articles and dissertations in the field of Computer-Assisted Mathematics Education is aimed. Within the scope of the research, the articles published in the database of ISI Web of Science and the dissertations published in the thesis centre of Turkish Council of Higher Education (YOK) were scanned and 7 master’s theses, 5 doctoral theses, and 43 articles were analysed. In this study, the distribution of articles and theses by years, the number of authors and by subjects and the used research methods and data collection methods were identified. After the percentages and the frequencies of the findings had been calculated, they were presented in the form of charts.</p><p> </p><p>Keywords: computer-assisted mathematics education, computer-based education, mathematics ınstruction, mathematics, computer, content analysis.</p>

The Effects of Star Strategy of Computer-Assisted Mathematics Lessons on the Achievement and Problem Solving Skills in 2nd Grade Courses

Arastirmanin amaci ilkogretim 2. sinif ogrencilerinin bilgisayar destekli matematik dersinde STAR stratejisinin akademik basarilarina ve problem cozme becerilerine etkisini belirlemektir. Arastirmanin calisma grubunu 2010-2011 egitim-ogretim yilinda Aydin ilinde bir ilkogretim okulunda ogrenim goren 30 tane 2. sinif ogrencisi olusturmaktadir. Arastirma, 2011 yili bahar doneminde 7 haftalik bir surecte gerceklestirilmistir. Arastirmada “Akademik Basari Testi”, “Problem Cozme Becerileri Basari Testi” ve “Problem Cozme Becerilerini Degerlendirme Formu” olmak uzere 3 tane veri toplama araci kullanilmistir. Ayrica uygulama sonunda ogrencilerin bilgisayar destekli matematik derslerine yonelik gorusleri alinmistir. Arastirmada uygulama oncesinde ve sonrasinda elde edilen puanlar arasinda bulunan farkliligin istatistiksel olarak anlamli olup olmadigi incelenmistir. Arastirmadan elde edilen sonuclar incelendiginde, STAR stratejisi kullanilarak yurutulen egitim sonunda ogrencilerin akademik basarilarinda ve problem cozme becerilerinde olumlu yonde bir artis belirlenmistir.

An Analysis of the Materials Constructed with GeoGebra by Primary Prospective Mathematics Teachers and Their Views about Dynamic Mathematics Software

With rapidly developing technology, recent changes in information and communication technology have led the educators to take step towards the integration of computer into learning environment (Akkaya, Tatar, & Kagizmanli, 2011). Computers are the most preferred and utilized instruments in education among the available technologies, and they have many features. With the improved use of computers in teaching and learning, quests also emerge in mathematics instruction. In mathematics education, it is important for students to learn information by structuring and discovering, and for learning environments to be formed accordingly. Such learning environments where students can learn mathematics can be formed using computers. Computers offer visual images of mathematical ideas, smooth the progress of arranging and analyzing data, and calculate competently and precisely (Tutak, Turkdogan, & Birgin, 2009). Computer-assisted mathematics instruction is composed of using computers in appropriate and planned times while instructing mathematics and benefitting from the materials that are prepared with purposive pieces of software. A great deal of these pieces of software is dynamic software. Dynamic software offers a setting where students can explore geometric relationships and make and test conjectures (Guven & Kosa, 2008). GeoGebra is one of software that are used in education environments. GeoGebra’s ability to dynamically drag and visualize the objects enables us to get a solid grasp of multiple problem situations and accordingly concretize the problems.

The investigation of the views of student mathematics teachers towards computer-assisted mathematics instruction

The aim of this study is to investigate the views of student mathematics teachers towards Computer-Assisted Mathematics Instruction (CAMI). This study was conducted using survey method. The sample consisted of total 180 student mathematics teachers. “CAMI Questionnaire” developed by Yenilmez and Sarıer (2007) consisting of thirty 5-point Likert-type items was used as an instrument. The data were analyzed by using the SPSS 13.0 statistics program. This study showed that the views of student mathematics teachers towards CAMI are positive. The views of student teachers towards CAMI showed no significant difference in terms of gender and computer ownership, whereas it posed a significant difference in terms of the frequency of computer usage, year of study, having an experience of CAI and computer competency.

Attributional and performance effects of competitive and individualistic feedback in computer-assisted mathematics instruction

This research is concerned with the effects of individualistic and competitive goal structures in a computer-assisted mathematics program. Fifty-two fourth and fifth grade students received either competitive feedback, individualistic feedback, or no feedback over a six week period. Data concerning students' attributions, locus of control, mathematics achievement, and rate of progress were collected. Results from this experiment show that males receiving competitive feedback performed better than females receiving competitive feedback, and females receiving individualistic feedback performed better than females receiving competitive feedback. Although the treatment did not have an effect on students' attributions, the attribution measures were found to account for a moderate portion of the variance in mathematics achievement and rate of progress. Results from the experiment were discussed in the context of instructional software inadvertently designed to stimulate the performance of males while inhibiting the performance of females.

Effects of Computer-Assisted Mathematics Instruction on Disadvantaged Pupils' Cognitive and Affective Development

Schofield (1981) demonstrated a degree of incompatibility in simultaneously maximizing pupils' cognitive and affective outcomes in elementary school mathematics. In contrast, computer-assisted instruction (CAI) incorporates elements that should facilitate accomplishing both goals. This study was conducted to investigate the impact of CAI on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades (V = 376). Results indicated that in a combined CAI-traditional program, as oppossed to only traditional instruction, students consistently scored higher on both cognitive and affective measures while grade level and gender were generally nonsignificant. Differences between this study and previous research are discussed as well as the differential influence of CAI and traditional instruction on disadvantaged pupils.