Session Overview
Session
Tea. & Lea. I/III: Teaching and Learning (mixed general topics)
Time:
Sunday, 28/Sep/2014:
11:00am - 1:00pm

Session Chair: Ildikó Perjési-Hámori
Location: VSP 1.02
Von-Seckendorff-Platz 1 Room 1.02

Presentations

Nonlinear Mapping with Educational Software

Vladimir Nodelman

Holon Institute of Technology, Israel

The support by educational software of nonlinear transformations is very weak or is absent at all. CAS software been developed not for educational application and has a limited potential in math studies.

It is relatively easy to implement affine transformations of the whole space programmatically due to internal nature of computer graphics mechanism. The problem is to support nonlinear spatial transformations in a manner that is user-friendly and seamless.

This lecture presents new software possibilities in studies of a wide spectrum of mathematical subjects:

• Algebra,

• complex analysis,

• vector fields,

• differential equations,

• dynamical systems etc.

As result, software becomes a powerful tool, which helps to discover the unity of mathematics, to visualize and dynamically explore new mathematical environments and phenomena.


Explorations of Mathematical Models in Biology with MATLAB

Mazen Shahin

Delaware State University, United States of America

In this presentation we discuss samples of instructional materials that are designed to help students explore and discover mathematical concepts and use those concepts in building and analyzing mathematical models of life science disciplines such as biology, ecology, and environmental sciences. The main mathematical tools used are difference equations and matrices. The use of the mathematic software MATLAB is an integral part of exploring and analyzing the models. We will discuss explorations that are designed to intuitively introduce the concept of eigenvalues and eigenvalues. Then we investigate the use of eigenvalues to determine the long-term behavior of a system of linear equations. Modeling with Markov chains and an age-structured population model will be discussed.

Involving the gamification technology to provide feedback when teaching mathematics

Alla Stolyarevska

International Solomon University, Eastern-Ukrainian Branch, Ukraine

Mathematicians have been using gaming technology when teaching by means of computer for a long time. So, back in the 60-70s of the last century the mathematicians applied game situations in intelligent tutoring systems. Those training systems (programs) have ensured assistance; have provided the opportunity for the student to choose the pace of learning. The presence of gaming moments was assumed, and research assignments were offered. The possibility of providing the feedback mechanism was particularly important feature of the tutoring systems.

In earlier tutoring systems the immediate feedback was impossible, and delayed feedback coincided with the result of the completion of the learning cycle - winning the game or solving the problem. Attracting gamification, one of the most popular technologies of the 21st century, became a solution of the problem of timely feedback in the tutoring systems. The idea of gamification is to use game mechanics and elements of game design in non-game contexts in order to motivate a desired behavior.

The ultimate goal of gamification is to provide the level of motivation. The feedback in the form of badges and achievements can describe students' progress, which is then used to create levels and ranks. All this inherently leads to the creation of competition among the students. This can only be achieved under ideal condition of the gamified system.

In addition, we represent our own products in the context of gamification.

Stolyarevska-CADGME2014-124_b.zip

Model of ICT competence Assessment on oral math exam

Mojca Suban

Zavod RS za šolstvo/The National Education Institute of Slovenia, Slovenia



Vocational matura in Slovenia is a form of a school-leaving exam that gives students technical education and/or enables them to continue studies in vocational colleges. Mathematics is one of four subjects on vocational matura and the math exam includes written and oral part. Assessment of the oral part of the exam is presented in this talk. A candidate is presented with a task/a situation from everyday life or his professional area and derived questions. A candidate should display the competence to 'see ' mathematics in given situation and show knowledge of mathematics by using ICT. ICT in this case means a computer with adequate software (programmes for dynamic geometry, programmes for data handling, professional programmes, …) or a graphing calculator. Students get familiar with technical tools during class and learn how to use them. The criteria for assessment such exam will be presented along with some examples of exam situations.

Suban-CADGME2014-130_b.pdf