Electronic Proceedings of the
Fifth International Conference on Technology in Mathematics Teaching
August, 6-9, 2001 — University of Klagenfurt, Austria
Contributions by Authors
A B C D E F G H J K L M N O P R S T U V W Z
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S2 |
Animation - a tool for understanding polar coordinates |
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S3 |
Practical aspects of CAS using sinusoidal functions |
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S6 |
Differential equations instead of analytical methods |
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SG1 |
How to make tests for students that are using a CAS tool (TI-89) |
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S1 |
Differentiating mathematics instruction through technology: Deliberations about mapping personalized learning |
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S6 |
Laplace Transform and electrical circuits: An interdisciplinary learning tool |
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S6 |
Mathematical application projects for mechanical engineers — Concept, guidelines and examples |
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SG1 |
Issues on integrating CAS in teaching mathematics: A functional and programming approach |
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SG4 |
Creative spreadsheet graphics in mathematics teaching and modeling |
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S6 |
Cross curriculum teaching and experimenting in math & science courses using New Technology |
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S3 |
Investigating teachers’ perceptions on their preparation to use IT in classroom instruction |
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S1 |
Mathematical software in the educational process of the French and Hungarian teachers |
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S5 |
A study of conics with Maple V and Cabri-Géomètre II |
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S3 |
Using computers in mathematics teacher training programs: A reflection upon an experiment |
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SG1 |
Animiertes Grafiken-Zusammenspiel von PC und TC in der Mathematik |
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S6 |
The use of technology in developing mathematical modelling skills |
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S7 |
Investigation into student attitudes to using calculators with CAS in learning mathematics |
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S1 |
Observing student working styles when using graphic calculators |
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SG3 |
Anova with the TI-83 graphing calculator |
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SG3 |
Linking graphing calculators to the Internet |
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SG4 |
Spreadsheet uses in elementary statistics course |
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S4 |
A microworld for helping students to learn algebra |
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SG1 |
From pole to pole — A numerical journey to an analytical destination |
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S5 |
The three and four bar linkages revisited: Graphs and equations |
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S3 |
A modern approach to limit processes |
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S6 |
Mathematical modelling with use of Cabri |
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S2 |
Adding a sparkle to classroom teaching - Using Word, the Internet, and object-oriented software |
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WG1 |
Adding a sparkle to classroom teaching — Introducing Autograph |
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SG4 |
Why are spreadsheets so unfriendly? |
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S3 |
Internet as a tool in the preparation of future mathematics teachers |
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S1 |
Diagnosing mathematical needs and following them up |
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S2 |
Developing a technologically rich scheme of work for 11 – 12 year olds in mathematics for electronic delivery |
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SG2 |
Why dynamic geometry software is such an effective tool in mathematics education |
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S2 |
Design of content independent instructional systems |
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SG1 |
Fermat’s Little Theorem: A thing of beauty is a joy for ever |
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SG5 |
Taylor Series and finding zeros with Mathematica and Derive |
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S1 |
Computer-rich learning environments and the construction of abstract algebraic concepts |
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S2 |
Geometria: A tool for the production of interactive worksheets on the Web |
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S4 |
Teaching and learning geometry: Dynamic and visual |
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WG4 |
Simulation and modeling with Lisp-Stat |
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SG2 |
Through the looking glass: Euclid’s twin — The Minkowski Geometry |
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S1 |
The impact of training for students on their learning of mathematicswith a graphical calculator |
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S3 |
Changing the classroom practices — The use of technology in mathematics teaching |
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S4 |
Fitting from function families with CAS and DGS |
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WG3 |
Mathematics teacher development that works |
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S1 |
Data collection and manipulation using graphic calculators with 10-14 year olds |
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S5 |
A computer aided learning environment of linear algebra using the computer algebra system MuPAD |
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WG6 |
Danish experiences with technology in mathematics teaching in upper secondary schools |
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SG5 |
Programming in the age of CAS |
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SG5 |
Problem—Analysis—Encoding—Testing: About program and data structures |
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SG2 |
Cabri and anamorphoses |
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S1 |
The role of the graphic calculator in early algebra lessons |
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S4 |
Dynamic notions for Dynamic Geometry |
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WG2 |
Modelling carbon dioxide pollution — The Austrian carbon balance model |
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WG2 |
Leadership, management and management control — A system dynamics approach |
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SG2 |
Tabulæ and Mangaba: Dynamical geometry with a distance twist |
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S1 |
The ODE curriculum: Traditional vs. non-traditional. The case of one student |
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S2 |
Creating and teaching online mathematics courses |
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S6 |
Modelling human growth |
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S6 |
Investigating bridges and hanging chains |
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S2 |
Teaching probability and statistics via the Internet |
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SG5 |
Programming principles for mathematics and engineering students |
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SG1 |
Elimination of parameters and substitution with computer algebra |
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S6 |
Model of deformations of fluid particles due to electric field |
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WG3 |
Creating a professional development network |
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S1 |
Experimental mathematics |
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SG1 |
Theorema-based TI-92 simulator for exploratory learning |
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S3 |
Integrated teaching mathematics with elements of computer science |
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SG3 |
Programming as a tool for the precision |
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SG1 |
Krümmung als Grenzwert — Curvature as limit |
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WG3 |
An on-going program of professional development in hand-held technology for instructors of prospective teachers |
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SG1 |
Mathematics with graphic and symbolic calculators — Teacher training in Lower Saxony |
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WG5 |
Computer technology in mathematics teaching: Dangers and limitations |
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S4 |
Self-correction in algebraic algorithms with the use of educational software: An experimental work with 13-15 years old pupils |
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S3 |
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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S7 |
The potential of the Internet for innovations in didactics of mathematics |
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S7 |
On the impact of hand-held technology on mathematics learning — From the epistemological point of view |
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S2 |
A web-site for a mathematics support centre |
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S6 |
Introducing models and modelling through spreadsheets |
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SG1 |
Standardizing the normal probability distribution — An anachronism?! |
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SG1 |
Using a CAS to teach algebra — Going beyond the manipulations |
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S2 |
The collection of interactive solids figures and spatial situations in the Cabri - geometry |
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S1 |
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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S3 |
Current educational theories and New Technologies: Development of a training program for mathematics teachers in the Philippines |
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SG5 |
The digraph-CAS-environment and corresponding elementary programming concepts |
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SG1 |
Introducing Fourier Series with Derive |
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S1 |
To learn from and make history of mathswith the help of ICT |
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SG2 |
Computer experiments in the lecture of analytical geometry |
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S4 |
A CAS-index applied to engineering mathematics papers |
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S4 |
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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WG1 |
The role of dynamic geometry packages in visualization and animation |
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S4 |
Integrating MuPAD into the teaching of mathematics |
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WG4 |
Virtual experiments and probability |
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S4 |
Absolute geometry: Discovering common truths |
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S2 |
Computer assisted assessment of proof = Proof of CAA - New approaches to computer assisted assessment for higher level learning |
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S1 |
Thinking the unthinkable —Understanding 4 dimensions |
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S3 |
Integrating ICT into the teaching and learning of discrete mathematics |
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SG4 |
Elementary statistics with spreadsheets |
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S3 |
What teachers can request from CAS-designers |
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SG4 |
The spreadsheet paradigm as a new mathematical notation |
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WG4 |
Let the spreadsheet throw the dice—Spreadsheets as Monte Carlo simulation engines |
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S1 |
Remedial education of quadratic functionsusing a web-based on-line exercise system |
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S2 |
Parametric nature of mathematics’ objects and computer environment |
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S7 |
Chances and limits for teaching in the information age — Human mind models and society demands |
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SG3 |
Probability simulations with TI 83(p) |
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S7 |
A project on the development of critical thinking by using technology |
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WG3 |
Technology as a vehicle for updating middle grades content and pedagogy |
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WG2 |
Systems thinking and system dynamics: A new perspective for math classes? |
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WG4 |
Design and use of a computer language for teaching mathematics—Some examples from statistics |
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S4 |
Magic polyhedrons |
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S1 |
Integrating mathematics, physics and Interactive Digital Video |
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S4 |
Cubics and quartics on computer |
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SG2 |
Learning explorations and its DG support in the geometry course for secondary schools |
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S1 |
How to use computer-based learning effectively in mathematics |
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S3 |
Computers in school mathematics — A pilot course for school teachers of mathematics in Estonia |
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S6 |
Software Maple in the teaching of ODE’s |
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S2 |
The Communiversity Project delivers a restructured pre-calculus distance learning course |
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SG1 |
The TI-89/92 as a tool for analytic geometry |
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S7 |
The role of the computer in discovering mathematical theorems |
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S5 |
Boosting the geometrical possibilities of Dynamic Geometry Systems and Computer Algebra Systems through cooperation |
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SG3 |
Graphic solutions of equations and their systems |
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S3 |
Computers in mathematics education — An ongoing experience |
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WG1 |
MeetMATH — Visualizations and animations in a didactic framework |
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SG5 |
Combining CAS with authoring systems to create flexible learning environments |
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WG1 |
Mathematica graphics in the Internet: Additional lighting and clipping in LiveGraphics3D |
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WG2 |
Teaching system dynamics modelling in secondary schools |
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SG1 |
The use of CAS in the Thuringian school system: Present and future |
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S2 |
Project Zero: Developing online material for mathematics teacher education |
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S7 |
Self-guided learning — Scenarios and materials from a German pilot project |
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S7 |
Mathematical abilities of university entrants and the adapted use of computers in engineering education |
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S7 |
Of Babies and Bath Water |
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WG4 |
Improving statistical reasoning: A computer program for high-school students |
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S6 |
Discrete delayed population models with Derive |
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SG2 |
Voronoi diagrams produced by DGS as a tool in an educational study |
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S3 |
Teacher training: The role of technology |
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SG4 |
Spreadsheets across the curriculum |
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WG1 |
Mittels Computer zu mathematischen Entdeckungen |
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S4 |
Expression equivalence checking in Computer Algebra Systems |
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WG1 |
Cubic section by moving plane |
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S3 |
Using Derive for beginner courses of recursion theory |
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S5 |
Bridging the gap between dynamic geometry and computer algebra: The case of loci discovery |
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WG4 |
A sample of ideas in teaching statistics |
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S1 |
The visualisation of parameters |
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S1 |
Functional algebra with the use of the graphing calculator |
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S2 |
Mathematics and the Internet |
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SG2 |
Use of Cinderella in higher elementary geometry |
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SG1 |
Computers and Computer Algebra Systems in engineering education |
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S2 |
Online mathematics teaching: The development of student instructor interaction |
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SG1 |
Ortskurven — Loci |
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SG1 |
Advantages and dangers in the teaching of stochastics by using CAS |
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S3 |
Internet materials in mathematics teaching |
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S3 |
CASCADE-IMEI: Web site support for student teachers learning — Realistic mathematics education in Indonesia |
