Electronic Proceedings of the
Fifth International Conference on Technology in Mathematics Teaching
August, 6-9, 2001 — University of Klagenfurt, Austria
Proceedings in book version
At the Viennese publishing house öbv & hpt, two volumes have been published in 2002. The books contain a sometimes shorter version of the contribution but cover the main ideas of the authors.
Technology in Mathematics Teaching
Plenary Lectures and Strands
(ed. by Manfred Borovcnik – Hermann Kautschitsch)
Vol 25 of Schriftenreihe Didaktik der Mathematik — ISBN 3-209-03847-3
Technology in Mathematics Teaching
Special groups and working groups
(ed. by Manfred Borovcnik – Hermann Kautschitsch)
Vol 26 of Schriftenreihe Didaktik der Mathematik — ISBN 3-209-03848-1
Link to the publishing house
Book 1 on Plenary lectures and strands (vol 25)
Book 2 on Special groups and working groups (vol 26)
In August 2001, the University of Klagenfurt hosted the Fifth International Conference on Technology in Mathematics Teaching – the ICTMT 5. Situated at the junction of three grand European cultures, the German, the Slavic, and the Roman culture, Carinthia has always been a transit region for Europe, important paths through the Alps are crossing the country. This has welcome symbolic implications for a conference like the ICTMT 5 to serve also as junction; as junction of – at least – three grand cultures of mathematics and mathematics teaching, i.e. Anschauliche Mathematik, experimental mathematics, and computer aided mathematics.
The University of Klagenfurt is the youngest institution of tertiary education in Austria, established in 1972, an offspring of a personal idea and vision of the former vice mayor of Klagenfurt, Hofrat Hans Romauch which was later supported by the central government, by the federal state of Carinthia, and by the city of Klagenfurt. „Bildungswissenschaften“ in the Humboldtean sense was the principal idea behind the foundation of the Klagenfurt University – a radical new approach to science focussing on „Didaktik“ and teaching – a teaching research institute of European rank was the desired goal. Whilst developments took a different turn, the concept and educational philosophy of „Bildungswissenschaften“ are still much alive at our university. Consistent with this idea, the university hosted an institute for teaching technology and several professors for didactics at the mathematics department right from the beginning.
In 1981, we organised a workshop on visualisation in mathematics teaching in co-operation with the visualisation groups at Kassel and Koblenz. And 15 more workshops were to follow over the years. Our equipment in those times looks outdated from today’s perspective, we did not even have a suitable computer for teaching. We worked with a simple video camera and a trick table. Our ideas in those times, however, are still relevant, as a whole series of films prove. The Fifth ICTMT, thus, coincides with our 20th anniversary of this first workshop.
Anschauung and Experimental mathematics, our mottos from the beginning, once meant a cut compared to the then prevailing New Math, which was heavily theory, loaded. In general, such cuts lead to crises, which in the Greek origin means „danger and potential at the same time“. A parallel cut is forced by the use of technology in teaching that leads to great changes. History tells us that it is of no use to defend stubbornly the old; see e.g. the controversy abacus – Adam Riese in the 16th century. Thus, we have to take up the challenge of the new; the challenge of the New Technologies. We should focus on maximising the potential, minimising the dangers – these proceedings should contribute to that process.
The single sessions of the conference were attributed to strands, special groups, and working groups. It was the plan of the organisers and an international board preparing the conference to structure the presentations into strands each devoted to an important topic. Each strand should have a renowned plenary speaker as a leading figure. Moreover, to offer a plenty of discussion and group work, there are a number of special groups and working groups organised. Working groups were intended to focus around a common theme, while special groups should be working groups signified by a common tool. Presentations in special and working groups were much shorter and allowed for intense discussions and group work.
The strands were:
Integration of IC technologies into learning processes – chaired by J.-B. Lagrange, with the focus on the change of cognitive notions by new contents and new tools.
Technologically presented learning material - chaired by Bernard Winkelmann; devoted to questions like: Criteria for the use of technologically presented material for the teaching of mathematics and how to implement these.
Technology in teacher education - chaired by J. Carvalho e Silva; with the accent on teachers and how they are going to change their practice and how they may be influenced by teacher in-service.
Changes in Geometry and Algebra via DGS and CAS - chaired by H.-G. Weigand; covering questions like the change of mathematics, change of curricula, change of presentation, change of concepts to acquire, and change of assessment.
Co-operation between DGS and CAS - chaired by M. Garbayo Moreno; devoted to an aspect as far highly neglected; how to link these tools boosting thus the benefit of technologies.
Mathematical modelling with technology - chaired by J. Sharp; devoted to new opportunities of working with concrete situations, simplifying the calculations, and giving insight with simulations.
The global perspective of information technology - chaired by P. Bender; informing about the potential but also about dangers and limitations of the New Technologies.
This volume is devoted to the plenary sessions and presentations of all these strands. The results of the efforts in the special and working groups will be published in the next volume (volume 26). Moreover, in accordance with the interactive character of many presentations, there will be a CD-ROM with all the contributions in a much longer version with many valuable links to sources all over the Internet.
This conference could only be carried through by the combined effort of many. We had an excellent technical support from our computer centre, especially from Peter König there who also guided us through the cliffs of the proceedings. Our Internet specialist was Heinz Pozewaunig.
We express our gratitude and thanks to the delegates who contributed so many challenging ideas so that we will have a long time to digest them. A great thank you also to the persons chairing the various sessions; they, too, gave a lot of effort in preparing the conference and the proceedings. Last but not least, we thank Prof. A. Oldknow, honorary president of this conference.
The local organisers tried to offer
a platform for the exchange of ideas. We hope you can use it to improve the
benefit of the New Technologies in teaching for those whom we teach. We wish
you challenging days in reading this and the following book with the results of
ICTMT 5 in the interest of our science.
Finally, two photos as a memory to our landscape and nature we missed now for more than one year in preparing the conference and the proceedings.
Hermann Kautschitsch
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In August 2001, the University of Klagenfurt hosted the Fifth International Conference on Technology in Mathematics Teaching – the ICTMT 5. Situated at the junction of three grand European cultures, the German, the Slavic, and the Roman culture, Carinthia has always been a transit region for Europe, important paths through the Alps are crossing the country. This has welcome symbolic implications for a conference like the ICTMT 5 to serve also as junction; as junction of – at least – three grand cultures of mathematics and mathematics teaching, i.e. Anschauliche Mathematik, experimental mathematics, and computer aided mathematics.
The University of Klagenfurt is the youngest institution of tertiary education in Austria, established in 1972, an offspring of a personal idea and vision of the former vice mayor of Klagenfurt, Hofrat Hans Romauch which was later supported by the central government, by the federal state of Carinthia, and by the city of Klagenfurt. „Bildungswissenschaften“ in the Humboldtean sense was the principal idea behind the foundation of the Klagenfurt University – a radical new approach to science focussing on „Didaktik“ and teaching – a teaching research institute of European rank was the desired goal. Whilst developments took a different turn, the concept and educational philosophy of „Bildungswissenschaften“ are still much alive at our university. Consistent with this idea, the university hosted an institute for teaching technology and several professors for didactics at the mathematics department right from the beginning.
In 1981, we organised a workshop on visualisation in mathematics teaching in co-operation with the visualisation groups at Kassel and Koblenz. And 15 more workshops were to follow over the years. Our equipment in those times looks outdated from today’s perspective, we did not even have a suitable computer for teaching. We worked with a simple video camera and a trick table. Our ideas in those times, however, are still relevant, as a whole series of films prove. The Fifth ICTMT, thus, coincides with our 20th anniversary of this first workshop.
Anschauung and Experimental mathematics, our mottos from the beginning, once meant a cut compared to the then prevailing New Math, which was heavily theory, loaded. In general, such cuts lead to crises, which in the Greek origin means „danger and potential at the same time“. A parallel cut is forced by the use of technology in teaching that leads to great changes. History tells us that it is of no use to defend stubbornly the old; see e.g. the controversy abacus – Adam Riese in the 16th century. Thus, we have to take up the challenge of the new; the challenge of the New Technologies. We should focus on maximising the potential, minimising the dangers – these proceedings should contribute to that process.
The single sessions of the conference were attributed to strands, special groups, and working groups. It was the plan of the organisers and an international board preparing the conference to structure the presentations into strands each devoted to an important topic. Each strand should have a renowned plenary speaker as a leading figure. Moreover, to offer a plenty of discussion and group work, there are a number of special groups and working groups organised. Working groups were intended to focus around a common theme, while special groups should be working groups signified by a common tool. Presentations in special and working groups were much shorter and allowed for intense discussions and group work.
The five special groups comprised:
Derive, TI-89/92 and other CAS — organised by Josef Böhm, Bernhard Kutzler, Marlene Torres-Skoumal; contributions were based on teaching experience of presenters focusing on Computer Algebra Systems exploiting their advantages.
DGS — Dynamic Geometry Software — organised by Adrian Oldknow; with the accent on illustrating the potential of well-known software of this type but also introducing some new, nationally created packages.
Hand-held technology — organised by Jan Kaspar and Alison Clark-Jeavons; the presentations centred on the graphing calculator TI-83 illustrating its capacity and reflecting the overlap and borderline to PCs.
Spreadsheets — organised by Erich Neuwirth; showing the wide range of possibilities of this type of software focusing also on questions of efficiency of input and output in availability and easiness of usage in comparison to CAS.
Traditional programming — In the age of CAS — organised by Karl Josef Fuchs; pleading for traditional programming as a basis to create a special type of thinking, which is highly valuable even if we are in the age of CAS.
The six working groups comprised:
Computer animation, visualization and experimental mathematics — organised by Gert Kadunz; covering issues from mathematics education including questions like how to establish learning processes by discovery activities on the computer or in specially designed learning environments.
System dynamics and systems thinking — organised by Günther Ossimitz; focusing on the special kind of thinking in systems and the open modelling approach from system dynamics ranging from a crash course in that field up to presenting teaching experience.
Continued professional development — organised by Edward Laughbaum; reporting about various programs to integrate technology use into teacher in-service training putting the accent on establishing teacher networks to exchange their ideas and problems.
Probability simulators and data analysis programs — organised by Manfred Borovcnik; dealing with difficult curricular topics by special educational software, forming intuitive ideas by training programs, supporting understanding by the simulation technique, or backing the whole course by a suitable programming language.
Computer technology in mathematics teaching: Dangers and limitations — organised by Hartmut Köhler; facing problems that may arise from an all-too naïve approach, e.g. with the formation of adequate concepts and the danger of technologically caused new misconceptions; or the wide-spread overrating of executing actions as opposed to understanding actions.
Curricular questions — organised by Rolf Neveling; discussing new aspects of learning with technologies and the necessary curricular change including a revision of the teacher’s role.
This volume contains the keynote papers and results of discussions of the special and working groups. The reader might also be interested in the plenary sessions and contributed papers of the conference. These are contained in the first volume (volume 25) of the proceedings. We summarise the strands and their goals briefly in what follows. Moreover, in accordance with the interactive character of many presentations, there will be a CD-ROM with all the contributions in a much longer version with many valuable links to sources all over the Internet. The strands were:
Integration of IC technologies into learning processes – chaired by J.-B. Lagrange, with the focus on the change of cognitive notions by new contents and new tools.
Technologically presented learning material - chaired by Bernard Winkelmann; devoted to questions like: Criteria for the use of technologically presented material for the teaching of mathematics and how to implement these.
Technology in teacher education - chaired by J. Carvalho e Silva; with the accent on teachers and how they are going to change their practice and how they may be influenced by teacher in-service.
Changes in Geometry and Algebra via DGS and CAS - chaired by H.-G. Weigand; covering questions like the change of mathematics, change of curricula, change of presentation, change of concepts to acquire, and change of assessment.
Co-operation between DGS and CAS - chaired by M. Garbayo Moreno; devoted to an aspect as far highly neglected; how to link these tools boosting thus the benefit of technologies.
Mathematical modelling with technology - chaired by J. Sharp; devoted to new opportunities of working with concrete situations, simplifying the calculations, and giving insight with simulations.
The global perspective of information technology - chaired by P. Bender; informing about the potential but also about dangers and limitations of the New Technologies.
The contributions and the discussions at the conference clearly showed that these New Technologies offer new possibilities with reference to elementary mathematics and school mathematics on the one hand and to applications of mathematics on the other hand. With respect to school mathematics, we get new approaches based on technology for understanding elementary concepts including new ways to establish understanding numbers and understanding geometric space for our students. Furthermore, an algorithmic understanding of mathematical concepts opens up completely new ways of thinking. With the focus on applications of mathematics, we come up with more flexible concepts and modelling techniques by the help of special software – be it realized on the PC or on hand-held technology. The experimental face of the concepts extends mathematics, its understanding, and its applicability. This helps to solve problems closer to reality than without technology. Moreover, this leads to new answers to problems in the form of algorithmic descriptions instead of mere numbers or formulae.
The potential of the New Technologies will not be realized per se but only by specific efforts. This necessitates more and more qualified mathematicians and, one level below, or better, before, more qualified teachers of mathematics. There is an increasing demand for persons who are really capable to exploit the New Technologies, which gives a challenge and a chance to our youth.
The contributions of the delegates of ICTMT 5 are very close to teaching in class, to applications of mathematics, or to establish new networks of continued professional development of teachers. There is a wide range of new ideas and activities on new contents, new teaching approaches, and a new role for teachers in class, and new efforts to cope with problems on the side of teachers in the two volumes of the proceedings.
This conference could only be carried through by the combined effort of many. We had an excellent technical support from our computer centre, especially from Peter König there who also guided us through the cliffs of the proceedings. Our Internet specialist was Heinz Pozewaunig. We express our gratitude and thanks to the delegates who contributed so many challenging ideas so that we will have a long time to digest them. A great thank you also to the persons chairing the various sessions; they, too, gave a lot of effort in preparing the conference and the proceedings. Last but not least, we thank Prof. A. Oldknow, honorary president of this conference.
The local organisers tried to offer a platform for the exchange of ideas. We hope you can use it to improve the benefit of the New Technologies in teaching for those whom we teach. We wish you challenging days in reading this and the preceding book with ICTMT 5’s results in the interest of our science.
Contents of the first volume on
Technology in Mathematics Teaching
Plenary Lectures and Strands
Schriftenreihe Didaktik der Mathematik, vol. 25. öbv & hpt, Vienna 2002.
ISBN 3-209-03847-3
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Strand 1: Integration of IC technologies into learning processes Chair: Jean-Baptiste Lagrange |
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Plenary: Tommy Dreyfus |
Computer-rich learning environments and the construction of abstract algebraic concepts |
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Mara Alagic Rebecca Langrall |
Differentiating mathematics instruction through technology: Deliberations about mapping personalized learning |
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Mária Bakó |
Mathematical software in the educational process of the French and Hungarian teachers |
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John Berry Andy Smith |
Observing student working styles when using graphic calculators |
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Neil Challis, H. Gretton M. Robinson, St. Wan |
Diagnosing mathematical needs and following them up |
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Roger Fentem Jenny Sharp |
The impact of training for students on their learning of mathematics with a graphical calculator |
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Ruth Forrester |
Data collection and manipulation using graphic calculators with 10-14 year olds |
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Jenny Gage |
The role of the graphic calculator in early algebra lessons |
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Samer Habre |
The ODE curriculum: traditional vs. non-traditional. The case of one student |
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Christian Thune Jacobsen |
Experimental mathematics |
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Gisèle Lemoyne François Brouillet Sophie René de Cotret |
Cognitive and didactic ideas designed in TIC environments for the learning and teaching of arithmetic and pre-algebra knowledge and concepts |
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Marie-Thérèse Loeman |
To learn from and make history of maths with the help of ICT |
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Claus Meyer-Bothling |
Thinking the unthinkable — Understanding 4 dimensions |
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Hitoshi Nishizawa Y. Kajiwara T. Yoshioka |
Remedial education of quadratic functions using a web-based on-line exercise system |
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John Pappas, E. Koleza J. Rizos, C. Skordoulis |
Integrating mathematics, physics and Interactive Digital Video |
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Neil Pitcher |
How to use computer-based learning effectively in mathematics |
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Carel van de Giessen |
The visualisation of parameters |
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Henk van der Kooij |
Functional algebra with the use of the graphing calculator |
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Strand 2: Technologically presented learning material Chair: Bernard Winkelmann |
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Plenary: Alison Clark-Jeavons Rosalyn Hyde |
Developing a technologically rich scheme of work for 11 – 12 year olds in mathematics for electronic delivery |
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May C. Abboud |
Animation — A tool for understanding polar coordinates |
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Douglas Butler |
Adding a sparkle to classroom teaching — Using Word, the Internet, and object-oriented software |
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Peter Cooper B. Magan, K. M. Dilks |
Design of content independent instructional systems |
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Timo Ehmke |
Geometria: A tool for the production of interactive worksheets on the Web |
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Mary Susan Hall |
Creating and teaching online mathematics courses |
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Judith H. Hector |
Teaching probability and statistics via the Internet |
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Duncan A. Lawson J. Reed, S. Tyrrell |
A Web-site for a mathematics support centre |
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Pavel Leischner Karel Kabelka |
The collection of interactive solids figures and spatial situations in the Cabri - geometry |
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Michael McCabe Ann Heal Alison White |
Computer assisted assessment of proof = Proof of CAA — New approaches to computer assisted assessment for higher level learning |
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Vladimir Nodelman |
Parametric nature of mathematics’ objects and computer environment |
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Nancy J. Priselac Stephen M. Priselac |
The Communiversity Project delivers a restructured pre-calculus distance learning course |
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Alfred Schreiber |
Project Zero: Developing online material for mathematics teacher education |
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Peter van Wijk Hans Stam |
Mathematics and the Internet |
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A. Waterson E.R. Smith |
Online mathematics teaching: The development of student instructor interaction |
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Strand 3: Technology in teacher educationChair: Jaime Carvalho e Silva |
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Plenary: Branca Silveira |
Teacher training: The role of technology |
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George Adie Bogdan Zoltowski |
Practical aspects of CAS using sinusoidal functions |
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Adnan Baki |
Investigating teachers’ perceptions on their preparation to use IT in classroom instruction |
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Elizabeth Belfort Luiz C. Guimarães Rafael Barbastefano |
Using computers in mathematics teacher training programs: A reflection upon an experiment |
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Primo Brandi Anna Salvadori |
A modern approach to limit processes |
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Jaime Carvalho e Silva José Carlos Balsa Maria José Ramos |
Internet as a tool in the preparation of future mathematics teachers |
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Isabel Fevereiro Maria C. Belchior |
Changing the classroom practices — The use of technology in mathematics teaching |
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Henryk Kakol |
Integrated teaching mathematics with elements of computer science |
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Konrad Krainer |
Innovations in mathematics, science and technology teaching — IMST² — Initial outcome of a nation-wide initiative for upper secondary schools in Austria |
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Auxencia A. Limjap |
Current educational theories and New Technologies: Development of a training program for mathematics teachers in the Philippines |
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Eva Milková Milan Turčáni |
Integrating ICT into the teaching and learning of discrete mathematics |
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Walther A. Neuper |
What teachers can request from CAS-designers |
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Rein Prank Eno Tonisson |
Computers in school mathematics — A pilot course for school teachers of mathematics in Estonia |
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Ana Isabel Rosendo Jaime Carvalho e Silva |
Computers in mathematics education — An ongoing experience |
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Nelson Urrego P. |
Using Derive for beginner courses of recursion theory |
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Maria Zajac |
Internet materials in mathematics teaching |
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Zulkardi Nienke Nieveen |
CASCADE-IMEI: Web site support for student teachers learning — Realistic mathematics education in Indonesia |
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Strand 4: Changes in geometry and algebra via DGS and CAS Chair: Hans-Georg Weigand |
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Plenary: Jean Flower |
Fitting from function families with CAS and DGS |
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Denis Bouhineau J. –F. Nicaud, X. Pavard E. Sander |
A microworld for helping students to learn algebra |
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Hans-Jürgen Elschenbroich |
Teaching and learning geometry: Dynamic and visual |
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Thomas Gawlick |
Dynamic notions for Dynamic Geometry |
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Michalis Kourkoulos M.-A. Keyling |
Self-correction in algebraic algorithms with the use of educational software: An experimental work with 13-15 years old pupils |
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Eoghan MacAogáin |
A CAS-index applied to engineering mathematics papers |
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Tom Macintyre |
Improving maths skills with CAS technology: A CAS project carried out in Scotland with 16-17 year olds using TI-92s |
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Miroslaw L. Majewski M. E. Fred Szabo |
Integrating MuPAD into the teaching of mathematics |
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Robert Mayes |
Absolute geometry: Discovering common truths |
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Bronisław Pabich |
Magic polyhedrons |
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Pavel Pech Jaroslav Hora |
Cubics and quartics on computer |
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Expression equivalence checking in Computer Algebra Systems |
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Strand 5: Cooperation between DGS and CAS Chair: Martín Garbayo Moreno |
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Plenary: Eugenio Roanes-Lozano |
Boosting the geometrical possibilities of Dynamic Geometry Systems and Computer Algebra Systems through cooperation |
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Yuriko Yamamoto Baldin Yolanda K. S. Furuya |
A study of conics with Maple V and Cabri-Géomètre II |
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Francisco Botana José L. Valcarce |
The three and four bar linkages revisited: Graphs and equations |
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Wolfgang Fraunholz |
A computer aided learning environment of linear algebra using the computer algebra system MuPAD |
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Bridging the gap between dynamic geometry and computer algebra: The case of loci discovery |
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Strand 6: Mathematical modelling with technology Chair: Jenny Sharp |
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Plenary: John Berry |
The use of technology in developing mathematical modelling skills |
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George Adie Bengt Löfstrand Bogdan Zoltowski |
Differential equations instead of analytical methods |
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G. Albano C. D’Apice M. Desiderio |
Laplace Transform and electrical circuits: An interdisciplinary learning tool |
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Burkhard Alpers |
Mathematical application projects for mechanical engineers — Concept, guidelines and examples |
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Brigitta Aspetsberger Klaus Aspetsberger |
Cross curriculum teaching and experimenting in math & science courses using New Technology |
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Per Broman |
Mathematical modelling with use of Cabri |
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André Heck André Holleman |
Modelling human growth |
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André Heck André Holleman |
Investigating bridges and hanging chains |
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Iavor V. Hristov |
Model of deformations of fluid particles due to electric field |
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Duncan A. Lawson J. H. Tabor |
Introducing models and modelling through spreadsheets |
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Pavel Prazak Antonin Slaby |
Software Maple in the teaching of ODE’s |
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Mazen Shahin |
Discrete delayed population models with Derive |
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Strand 7: The global perspective of Information Technology Chair: Peter Bender |
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Plenary: Walter Oberschelp |
Chances and limits for teaching in the information age — Human mind models and society demands |
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John Berry Roger Fentem |
Investigation into student attitudes to using calculators with CAS in learning mathematics |
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Stefanie Krivsky |
The potential of the Internet for innovations in didactics of mathematics |
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Ewa Lakoma |
On the impact of hand-held technology on mathematics learning — From the epistemological point of view |
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Tatyana Oleinik |
A project on the development of critical thinking by using technology |
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Tadeusz Ratusinski |
The role of the computer in discovering mathematical theorems |
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Monika Schwarze |
Self-guided learning — Scenarios and materials from a German pilot project |
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Angela Schwenk Manfred Berger |
Mathematical abilities of university entrants and the adapted use of computers in engineering education |
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John Searl |
Of Babies and Bath Water |
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Contents of the second volume on
Technology in Mathematics Teaching
Special groups and working groups
Schriftenreihe Didaktik der Mathematik, vol. 26. öbv & hpt, Vienna 2002.
ISBN 3-209-03848-1
Special group 1: Derive, TI-89/92 and other CASOrganisers: Josef Böhm, Bernhard Kutzler, Marlene Torres-Skoumal |
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How to make tests for students that are using a CAS tool (TI-89) |
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Halil Ardahan Yaşar Ersoy |
Issues on integrating CAS in teaching mathematics: A functional and programming approach |
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Detlef Berntzen |
Animiertes Grafiken-Zusammenspiel von PC und TC in der Mathematik |
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Josef Böhm |
From pole to pole — A numerical journey to an analytical destination |
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John Cosgrave |
Fermat’s Little Theorem: A thing of beauty is a joy for ever |
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Guido Herweyers Dirk Janssens |
Elimination of parameters and substitution with computer algebra |
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Theorema-based TI-92 simulator for exploratory learning |
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Karl-Heinz Keunecke |
Krümmung als Grenzwert — Curvature as limit |
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Heiko Knechtel |
Mathematics with graphic and symbolic calculators — Teacher training in Lower Saxony |
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Josef Lechner |
Standardizing the normal probability distribution — An anachronism?! |
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Carl Leinbach |
Using a CAS to teach algebra — Going beyond the manipulations |
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Alex J. Lobregt |
Introducing Fourier Series with Derive |
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Wolfgang Pröpper |
The TI-89/92 as a tool for analytic geometry |
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Karsten Schmidt |
The use of CAS in the Thuringian school system: Present and future |
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Rolf Wasén |
Computers and Computer Algebra Systems in engineering education |
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Wilhelm Weiskirch |
Ortskurven — Loci |
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Otto Wurnig |
Advantages and dangers in the teaching of stochastics by using CAS |
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Special group 2: DGS — Dynamic Geometry Software Organiser: Adrian Oldknow |
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Alison Clark-Jeavons |
Why dynamic geometry software is such an effective tool in mathematics education |
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Björn Felsager |
Through the looking glass: Euclid’s twin — The Minkowski Geometry |
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Chantal Gabriel-Randour Jean Drabbe |
Cabri and anamorphoses |
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Luiz Carlos Guimarães Rafael Barbastefano Elizabeth Belfort |
Tabulæ and Mangaba: Dynamical geometry with a distance twist |
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Victor Lysytsya |
Computer experiments in the lecture of analytical geometry |
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Valentyna Pikalova |
Learning explorations and its DG support in the geometry course for secondary schools |
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Harry Silfverberg |
Voronoi diagrams produced by DGS as a tool in an educational study |
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Herrmann Vogel |
Use of Cinderella in higher elementary geometry |
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Special group 3: Hand-held technologyOrganisers: Jan Kaspar and Alison Clark-Jeavons |
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Piotr Bialas |
Anova with the TI-83 graphing calculator |
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Piotr Bialas |
Linking graphing calculators to the Internet |
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Jan Kaspar |
Programming as a tool for the precision |
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Regis Ockerman |
Probability simulations with TI 83(p) |
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Jarmila Robová |
Graphic solutions of equations and their systems |
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Special group 4: SpreadsheetsOrganiser: Erich Neuwirth |
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Deane Arganbright |
Creative spreadsheet graphics in mathematics teaching and modeling |
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Piotr Bialas |
Spreadsheet uses in elementary statistics course |
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Douglas Butler |
Why are spreadsheets so unfriendly? |
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Kent M. Neuerburg |
Elementary statistics with spreadsheets |
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Erich Neuwirth |
The spreadsheet paradigm as a new mathematical notation |
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Robert S. Smith |
Spreadsheets across the curriculum |
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Special group 5: Traditional programming — In the age of CAS Organiser: Karl Josef Fuchs |
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|
Alfred Dominik |
Taylor Series and finding zeros with Mathematica and Derive |
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Karl Josef Fuchs |
Programming in the age of CAS |
|
|
Karl Josef Fuchs Eva Vasarhélyi |
Problem—Analysis—Encoding—Testing About program and data structures |
|
|
Judith H. Hector |
Programming principles for mathematics and engineering students |
|
|
Wolfgang Lindner |
The digraph-CAS-environment and corresponding elementary programming concepts |
|
|
Csaba Sárvári M. Klincsik, I. Hámori |
Combining CAS with authoring systems to create flexible learning environments |
|
Working
group 1: Computer animation,
visualization
|
|
|
|
Adding a sparkle to classroom teaching — Introducing Autograph |
|
|
|
Kate Mackrell |
The role of dynamic geometry packages in visualization and animation |
|
|
Susanne Saminger |
MeetMATH — Visualizations and animations in a didactic framework |
|
|
Ralf Schaper |
Mathematica graphics in the Internet: Additional lighting and clipping in LiveGraphics3D |
|
|
Grosio Stanilov Lidia Stanilova |
Mittels Computer zu mathematischen Entdeckungen |
|
|
Yulian Tsankov |
Cubic section by moving plane |
|
|
Working group 2: System dynamics and systems thinking Organiser: Günther Ossimitz |
|
|
|
Ernst Gebetsroither |
Modelling carbon dioxide pollution — The Austrian carbon balance model |
|
|
Stefan Gueldenberg Werner H. Hoffmann |
Leadership, management and management control — A system dynamics approach |
|
|
Guenther Ossimitz |
Systems thinking and system dynamics: A new perspective for math classes? |
|
|
Franz Schlöglhofer |
Teaching system dynamics modelling in secondary schools |
|
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Working group 3: Continued professional development Organiser: Edward Laughbaum |
|
|
|
Gregory D. Foley |
Mathematics teacher development that works |
|
|
Rosalyn Hyde |
Creating a professional development network |
|
|
Mark L. Klespis |
An on-going program of professional development in hand-held technology for instructors of prospective teachers |
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Technology as a vehicle for updating middle grades content and pedagogy |
|
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Working group 4: Probability simulators and data analysis programs Organiser: Manfred Borovcnik |
|
|
|
Joachim Engel Marcus Otto |
Simulation and modelling with Lisp-Stat |
|
|
Giora Mann Nurit Zehavi |
Virtual experiments and probability |
|
|
Let the spreadsheet throw the dice—Spreadsheets as Monte Carlo simulation engines |
|
|
|
Marcus Otto Joachim Engel |
Design and use of a computer language for teaching mathematics — Some examples from statistics |
|
|
Peter Sedlmeier |
Improving statistical reasoning: A computer program for high-school students |
|
|
Piet van Blokland |
A sample of ideas in teaching statistics |
|
Working group 5: Computer technology in mathematics teaching: Dangers and limitationsOrganiser: Hartmut Köhler |
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|
Working group 6: Curricular questions Organiser: Rolf Neveling |
|
|
|
Nils Fruensgaard |
Danish experiences with technology in mathematics teaching in upper secondary schools |
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|
Addresses of authors |
|
|
|
Delegates of ICTMT 5 |
|
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|
Contents of volume 1 |
Plenary Lectures and Strands |
|
