Electronic Proceedings of the
Fifth International Conference on Technology in Mathematics Teaching
August, 6-9, 2001 — University of Klagenfurt, Austria
Contributions by Sessions
Strands
Strands were introduced to structure the submitted more lecture type papers; for each strand the international programme committee invited a renowned speaker as a leading figure. Moreover, to offer a plenty of discussion and group work, there were a number of special groups and working groups organized.
Special groups
Special groups were aimed to function like working groups, with the only difference that there is a common tool, like CAS, or spreadsheets, around which the discussions were fostered.
Working groups
Working groups were centred on a common theme.
Strands
S 1: Integration of IC technologies into learning processes
Jean-Baptiste Lagrange;
S 2: Technologically presented learning material
Bernard Winkelmann;
S 3: Technology in teacher education
Jaime Carvalho e Silva;
S 4: Changes in geometry and algebra via DGS and CAS
Hans-Georg Weigand; Würzburg, Germany
S 5: Cooperation between DGS and CAS
Martín Garbayo Moreno; Madrid, Spain
S 6: Mathematical modelling with technology
Jenny Sharp; Plymouth, UK
S 7: The global perspective of Information Technology
Peter Bender; Paderborn, Germany
Special groups
SG 1: Derive, TI-89/92 and other CAS
Josef Böhm, Bernhard Kutzler and Marlene Torres-Skoumal; Würmla, Hagenberg, and Vienna, Austria
SG 2: DGS — Dynamic Geometry Software
Adrian Oldknow; Chichester, UK
SG 3: Hand-held technology
Jan Kaspar and Alison Clark-Jeavons; Prague, Czech Republic, Littlehampton, UK
SG 4: Spreadsheets
Erich Neuwirth; Vienna, Austria
SG 5: Traditional programming - In the age of CAS
Karl Josef Fuchs;
Working groups
WG 1: Computer animation, visualization, and experimental mathematics
Gert Kadunz; Klagenfurt, Austria
WG 2: System dynamics and systems thinking
Günther Ossimitz; Klagenfurt, Austria
WG 3: Continuing professional development
Edward Laughbaum;
WG 4: Probability simulators and data analysis programs
Manfred Borovcnik;
WG 5: Computer technology in mathematics teaching: Dangers and limitations
Hartmut Köhler;
WG 6: Curricular questions
Rolf Neveling; Wuppertal, Germany
Strand 1:
Integration of IC technologies into learning processes
Jean-Baptiste Lagrange; Rennes, France
|
Plenary lecture Tommy Dreyfus |
Computer-rich learning environments and the construction of abstract algebraic concepts |
|
Mara Alagic, Rebecca Langrall |
Differentiating mathematics instruction through technology: Deliberations about mapping personalized learning |
|
Mária Bakó |
Mathematical software in the educational process of the French and Hungarian teachers |
|
John Berry, Andy Smith |
Observing student working styles when using graphic calculators |
|
Neil Challis, Harry Gretton, Michael Robinson, Stephen Wan |
Diagnosing mathematical needs and following them up |
|
Roger Fentem, Jenny Sharp |
The impact of training for students on their learning of mathematicswith a graphical calculator |
|
Ruth Forrester |
Data collection and manipulation using graphic calculators with 10-14 year olds |
|
Jenny Gage |
The role of the graphic calculator in early algebra lessons |
|
Samer Habre |
The ODE curriculum: Traditional vs. non-traditional. The case of one student |
|
Christian Thune Jacobsen |
Experimental mathematics |
|
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 |
|
Marie-Thérèse Loeman |
To learn from and make history of mathswith the help of ICT |
|
Claus Meyer-Bothling |
Thinking the unthinkable —Understanding 4 dimensions |
|
Hitoshi Nishizawa, Y. Kajiwara, T. Yoshioka |
Remedial education of quadratic functions using a web-based on-line exercise system |
|
John Pappas, E. Koleza, J. Rizos, C. Skordoulis |
Integrating mathematics, physics and Interactive Digital Video |
|
Neil Pitcher |
How to use computer-based learning effectively in mathematics |
|
Carel van de Giessen |
The visualisation of parameters |
|
Henk van der Kooij |
Functional algebra with the use of the graphing calculator |
Strand 2:
Technologically presented learning material
Bernard Winkelmann;
Bielefeld , Germany
|
Plenary lecture: Alison Clark-Jeavons Rosalyn Hyde |
Developing a technologically rich scheme of work for 11 – 12 year olds in mathematics for electronic delivery |
|
May C. Abboud |
Animation - a tool for understanding polar coordinates |
|
Douglas Butler |
Adding a sparkle to classroom teaching - Using Word, the Internet, and object-oriented software |
|
Peter Cooper, Becky Magan Kelly M. Dilks |
Design of content independent instructional systems |
|
Timo Ehmke |
Geometria: A tool for the production of interactive worksheets on the Web |
|
Mary Susan Hall |
Creating and teaching online mathematics courses |
|
Judith H. Hector |
Teaching probability and statistics via the Internet |
|
D. A. Lawson J. Reed, and S. Tyrrell |
A web-site for a mathematics support centre |
|
Pavel Leischner Karel Kabelka |
The collection of interactive solids figures and spatial situations in the Cabri - geometry |
|
Michael McCabe Ann Heal, Alison White |
Computer assisted assessment of proof = Proof of CAA - New approaches to computer assisted assessment for higher level learning |
|
Vladimir Nodelman |
Parametric nature of mathematics’ objects and computer environment |
|
Nancy J. Priselac Stephen M. Priselac |
The Communiversity Project delivers a restructured pre-calculus distance learning course |
|
Alfred Schreiber |
Project Zero: Developing online material for mathematics teacher education |
|
Peter van Wijk Hans Stam |
Mathematics and the Internet |
|
A. Waterson E.R. Smith |
Online mathematics teaching: The development of student instructor interaction |
Strand 3:
Technology in teacher education
Jaime Carvalho e Silva; Coimbra Portugal
|
Plenary lecture: Branca Silveira |
Teacher training: The role of technology |
|
Bogdan Zoltowski |
Practical aspects of CAS using sinusoidal functions |
|
Investigating teachers’ perceptions on their preparation to use IT in classroom instruction |
|
|
Elizabeth Belfort Luiz C. Guimarães Rafael Barbastefano |
Using computers in mathematics teacher training programs: A reflection upon an experiment |
|
Primo Brandi Anna Salvadori |
A modern approach to limit processes |
|
Jaime Carvalho e Silva José Carlos Balsa Maria José Ramos |
Internet as a tool in the preparation of future mathematics teachers |
|
Isabel Fevereiro Maria C. Belchior |
Changing the classroom practices — The use of technology in mathematics teaching |
|
Henryk Kakol |
Integrated teaching mathematics with elements of computer science |
|
Konrad Krainer |
Innovations in mathematics, science and technology teaching — IMST² — Initial outcome of a nation-wide initiative for upper secondary schools in Austria |
|
Auxencia A. Limjap |
Current educational theories and New Technologies: Development of a training program for mathematics teachers in the Philippines |
|
Eva Milková Milan Turčáni |
Integrating ICT into the teaching and learning of discrete mathematics |
|
Walther A. Neuper |
What teachers can request from CAS-designers |
|
Rein Prank Eno Tonisson |
Computers in school mathematics — A pilot course for school teachers of mathematics in Estonia |
|
Ana Isabel Rosendo J. Carvalho e Silva |
Computers in mathematics education — An ongoing experience |
|
Nelson Urrego P. |
Using Derive for beginner courses of recursion theory |
|
Maria Zajac |
Internet materials in mathematics teaching |
|
Zulkardi Nienke Nieveen |
CASCADE-IMEI: Web site support for student teachers learning — Realistic mathematics education in Indonesia |
Strand 4:
Changes in geometry and algebra via Dynamic Geometry Systems and Computer Algebra Systems
Hans-Georg Weigand; Würzburg, Germany
|
Plenary lecture: Jean Flower |
Fitting from function families with CAS and DGS |
|
Denis Bouhineau J. F. Nicaud, X. Pavard, E. Sander |
A microworld for helping students to learn algebra |
|
Hans-Jürgen Elschenbroich |
Teaching and learning geometry: Dynamic and visual |
|
Thomas Gawlick |
Dynamic notions for Dynamic Geometry |
|
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 |
|
Eoghan MacAogáin |
A CAS-index applied to engineering mathematics papers |
|
Tom Macintyre |
Improving maths skills with CAS technology: A CAS project carried out in Scotland with 16-17 year olds using TI-92s |
|
Miroslaw L. Majewski M. E. Fred Szabo |
Integrating MuPAD into the teaching of mathematics |
|
Robert Mayes |
Absolute geometry: Discovering common truths |
|
Bronisław Pabich |
Magic polyhedrons |
|
Pavel Pech Jaroslav Hora |
Cubics and quartics on computer |
|
Eno Tonisson |
Expression equivalence checking in Computer Algebra Systems |
Strand 5:
Cooperation between Dynamic Geometry Software and Computer Algebra Systems
Martín Garbayo Moreno; Madrid ,
Spain
|
Plenary lecture: Eugenio Roanes-Lozano |
Boosting the geometrical possibilities of Dynamic Geometry Systems and Computer Algebra Systems through cooperation |
|
Yuriko Yamamoto Baldin Yolanda K. S. Furuya |
A study of conics with Maple V and Cabri-Géomètre II |
|
Francisco Botana José L. Valcarce |
The three and four bar linkages revisited: Graphs and equations |
|
Wolfgang Fraunholz |
A computer aided learning environment of linear algebra using the computer algebra system MuPAD |
|
José L. Valcarce Francisco Botana |
Bridging the gap between dynamic geometry and computer algebra: The case of loci discovery |
Strand 6:
Mathematical modelling with technology
Jenny Sharp; Plymouth , UK
|
Plenary lecture: John Berry |
The use of technology in developing mathematical modelling skills |
|
George Adie Bengt Löfstrand Bogdan Zoltowski |
Differential equations instead of analytical methods |
|
G. Albano C. D’Apice M. Desiderio |
Laplace Transform and electrical circuits: An interdisciplinary learning tool |
|
Burkhard Alpers |
Mathematical application projects for mechanical engineers — Concept, guidelines and examples |
|
Brigitta Aspetsberger Klaus Aspetsberger |
Cross curriculum teaching and experimenting in math & science courses using New Technology |
|
Per Broman |
Mathematical modelling with use of Cabri |
|
André Heck André Holleman |
Modelling human growth |
|
André Heck André Holleman |
Investigating bridges and hanging chains |
|
Iavor V. Hristov |
Model of deformations of fluid particles due to electric field |
|
Duncan A. Lawson J. H. Tabor |
Introducing models and modelling through spreadsheets |
|
Pavel Prazak Antonin Slaby |
Software Maple in the teaching of ODE’s |
|
Mazen Shahin |
Discrete delayed population models with Derive |
Strand 7:
The global perspective of Information Technology
Peter Bender; Paderborn, Germany
|
Plenary lecture: Walter Oberschelp |
Chances and limits for teaching in the information age — Human mind models and society demands |
|
John Berry Roger Fentem |
Investigation into student attitudes to using calculators with CAS in learning mathematics |
|
Stefanie Krivsky |
The potential of the Internet for innovations in didactics of mathematics |
|
Ewa Lakoma |
On the impact of hand-held technology on mathematics learning — From the epistemological point of view |
|
Tatyana Oleinik |
A project on the development of critical thinking by using technology |
|
Tadeusz Ratusinski |
The role of the computer in discovering mathematical theorems |
|
Monika Schwarze |
Self-guided learning — Scenarios and materials from a German pilot project |
|
Angela Schwenk Manfred Berger |
Mathematical abilities of university entrants and the adapted use of computers in engineering education |
|
John Searl |
Of Babies and Bath Water |
Special Group 1:
Derive, TI-89/92 and other CAS
Josef Böhm, Bernhard Kutzler and Marlene Torres-Skoumal
Würmla, Hagenberg, and Vienna, Austria
|
Bengt Åhlander |
How to make tests for students that are using a CAS tool (TI-89) |
|
Halil Ardahan Yaşar Ersoy |
Issues on integrating CAS in teaching mathematics: A functional and programming approach |
|
Detlef Berntzen |
Animiertes Grafiken-Zusammenspiel von PC und TC in der Mathematik |
|
Josef Böhm |
From pole to pole — A numerical journey to an analytical destination |
|
John Cosgrave |
Fermat’s Little Theorem: A thing of beauty is a joy for ever |
|
Guido Herweyers Dirk Janssens |
Elimination of parameters and substitution with computer algebra |
|
Youngcook Jun |
Theorema-based TI-92 simulator for exploratory learning |
|
Karl-Heinz Keunecke |
Krümmung als Grenzwert — Curvature as limit |
|
Heiko Knechtel |
Mathematics with graphic and symbolic calculators — Teacher training in Lower Saxony |
|
Josef Lechner |
Standardizing the normal probability distribution — An anachronism?! |
|
Carl Leinbach |
Using a CAS to teach algebra — Going beyond the manipulations |
|
Alex J. Lobregt |
Introducing Fourier Series with Derive |
|
Wolfgang Pröpper |
The TI-89/92 as a tool for analytic geometry |
|
Karsten Schmidt |
The use of CAS in the Thuringian school system: Present and future |
|
Rolf Wasén |
Computers and Computer Algebra Systems in engineering education |
|
Wilhelm Weiskirch |
Ortskurven — Loci |
|
Otto Wurnig |
Advantages and dangers in the teaching of stochastics by using CAS |
Special Group 2:
DGS – Dynamic Geometry Software
Adrian Oldknow; Chichester , UK
|
Alison Clark-Jeavons |
Why dynamic geometry software is such an effective tool in mathematics education |
|
Björn Felsager |
Through the looking glass: Euclid’s twin — The Minkowski Geometry |
|
Chantal Gabriel-Randour Jean Drabbe |
Cabri and anamorphoses |
|
Luiz Carlos Guimarães Rafael Barbastefano Elizabeth Belfort |
Tabulæ and Mangaba: Dynamical geometry with a distance twist |
|
Victor Lysytsya |
Computer experiments in the lecture of analytical geometry |
|
Valentyna Pikalova |
Learning explorations and its DG support in the geometry course for secondary schools |
|
Harry Silfverberg |
Voronoi diagrams produced by DGS as a tool in an educational study |
|
Herrmann Vogel |
Use of Cinderella in higher elementary geometry |
Special Group 3:
Hand-held technology
Jan Kaspar and Alison Clark-Jeavons; Prague Littlehampton , UK
|
Piotr Bialas |
Anova with the TI-83 graphing calculator |
|
Piotr Bialas |
Linking graphing calculators to the Internet |
|
Jan Kaspar |
Programming as a tool for the precision |
|
Regis Ockerman |
Probability simulations with TI 83(p) |
|
Jarmila Robová |
Graphic solutions of equations and their systems |
Special Group 4:
Spreadsheets
Erich Neuwirth: Vienna , Austria
|
Deane Arganbright |
Creative spreadsheet graphics in mathematics teaching and modeling |
|
Piotr Bialas |
Spreadsheet uses in elementary statistics course |
|
Douglas Butler |
Why are spreadsheets so unfriendly? |
|
Kent M. Neuerburg |
Elementary statistics with spreadsheets |
|
Erich Neuwirth |
The spreadsheet paradigm as a new mathematical notation |
|
Robert S. Smith |
Spreadsheets across the curriculum |
Special Group 5:
Traditional programming - In the age of CAS
Karl Josef Fuchs: Salzburg, Austria
|
Alfred Dominik |
Taylor Series and finding zeros with Mathematica and Derive |
|
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, and experimental mathematics
Gert Kadunz; Klagenfurt, Austria
|
Douglas Butler |
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
Günther Ossimitz; Klagenfurt, Austria
|
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 |
Working Group 3:
Continuing professional development
Edward Laughbaum; Galena ,
USA
|
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 |
|
Judy O'Neal |
Technology as a vehicle for updating middle grades content and pedagogy |
Working group 4:
Probability simulators and data analysis programs
Manfred Borovcnik; Klagenfurt, Austria
|
Joachim Engel Marcus Otto |
Simulation and modeling with Lisp-Stat |
|
Giora Mann Nurit Zehavi |
Virtual experiments and probability |
|
Erich Neuwirth |
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 limitations
Hartmut Köhler; Stuttgart , Germany
|
Hartmut Köhler |
Computer technology in mathematics teaching: Dangers and limitations |
Working Group 6:
Curricular questions
Rolf Neveling; Wuppertal , Germany
|
Danish experiences with technology in mathematics teaching in upper secondary schools |