Poster Presentation Abstracts

1. On the Use of Mathematica Notebooks in Teaching Post-Calculus Courses Interactively, Raouf N. Boules
   
   
2. M3: Functions: A Multimedia Math CD-ROM, Larry J. Bowen
   
   
3. Algebra, Trigonometry & Mathematica, Barry Brunson, Claus Ernst
   
   
4. Using Technology to Improve Undergraduate Education, Richard M. Grassl
   
   
5. What Drives New Mathematics Curriculum Development?, Alan Jacobs
   
   
6. Erasing Computer Fear By Access to Computers, Antonieta Kelly
   
   
7. MATHWISE - Learning and Assessment in Mathematics, Steve Kerr
   
   
8. Calculus With Measuring Cups, Caroline Labenski, Bruce Piper
   
   
9. Testing With a Graphics Calculator, Barbara Leitherer
   
   
10. Calculus, Concepts, Computers and Cooperative Learning (The Purdue Calculus Reform Project), David Mathews, Ed Dubinsky, Keith Schwingendorf
    
    
11. Utilizing Technology to Support Student Understanding of Concepts in Linear Algebra, Tabitha T. Y. Mingus
    
    
12. Calculus Activities Using Calculator Lists, Dennis Pence
    
    
13. Movie-type Programs and Animation on Graphing Calculators, Constantin Pirvulescu
    
    
14. Using CBL Technology to Improve Science Education in Puerto Rico , Betty Ramirez
    
    
15. Facilitating Student Projects With TI-Graph Link, Janice S. Scott, Kathy V. Garrison
    
    
16. Discovering Liberal Arts Mathematics With Computers, Mazen Shahin
    
    
17. Chaos: An Introduction to Spreadsheets, Kathleen Shannon
    
    
18. CBL Experiments in College Algebra, Jacci Wozniak
    
    
19. Communicating, Computing with Scientific Workplace, Wei-Chi Yang
    
    
20. International Forum For Innovative Programs Using Technology in Mathematics Service Courses, Susan Lenker
    
    

This paper presents an interactive approach to teaching Numerical Analysis, Differential Equations, Engineering Mathematics, and Mathematical Modeling using Mathematica Notebooks. The programming capabilities, high-speed calculations, graphics, and animation of Mathematica are utilized in developing lessons for these courses. This approach emphasizes students' participation in the learning process.

MultiMedia Math: Functions is a CD-ROM computer program that allows students to learn about "functions" in an interactive, user-friendly environment that relies heavily o the use of digitized audio and video, graphics and animation. This poster display will highlight many of the main features and tools used by this program.

Algebra, Trigonometry & Mathematica is an interactive approach to college algebra and trigonometry, in the spirit of Calculus & Mathematica (by Davis, Porta, and Uhl).

This poster demonstrates how undergraduate mathematics at UNC is undergoing reform to improve student understanding and attitudes. Graphing calculators and DERIVE in college algebra, Mathematica in calculus, and calculators with matrix operations in linear algebra are examples of how technology is reshaping the mathematics presented.

What does a mathematics curriculum, before calculus, look like when the focus is on using mathematics? The Maricopa Mathematics Consortium (M2C) proposes a curriculum that changes the mathematics content in response to available, affordable technology while prioritizing the use of mathematics.

Erasing Computer Fear By Access to Computers I have noticed that the non-traditional student, twenty-five or older, is taking the place of the traditional, younger, computer literate student. The solution to the problem of getting students acquainted with computers was to get them in front of the computers. And it worked!

Mathwise is a project to develop self-study and assessment materials in mathematics for university entry-level students in the UK. Over the past three years thirty modules have been developed covering a range of topics and the product is now being extended with funding to create twenty further titles.

Our poster contains an example of how students' knowledge of a subject may be progressively increased by exposing them to it in a variety of mediums and environments. The viewer is walked through a sample project which achieves this progression as well as a discussion of its creation.

The paper associated with this poster presentation is available in

• hypertext (HTML) (about 60K with graphics)
• plain text (ASCII) (14K)
• TeX (14K)
• dvi (17K)

The poster addresses key facts and strategies for testing math concepts with a graphics calculator in precalculus and calculus courses. Topics include designing new tests, recycling old ones, grading essay questions, and minimizing the number of problem answers. Test samples and student answers will be displayed.

The Calculus, Concepts, Computers and Cooperative Learning (C4L) program is the result of a National Science Foundation funded research and development project begun at Purdue University in 1987. The emphasis of the C4L program is a pedagogical approach based on a constructivist theoretical perspective of how mathematics is learned.

UNC is reforming the curriculum presented to pre-service teachers. Changes encourage students to engage in active, inquiry learning. This poster emphasizes ways technology allows student exploration of open-ended questions in linear algebra and demonstrates ways technology enhances student understanding by increasing their ability to express their thoughts using the "Rule of Three."

It is easy in calculus to overlook the list data structure on a calculator, thinking of lists as primarily a statistical operation. We will look at sample activities (mostly for TI graphing calculators including the TI-92) involving the graphing of families of functions, limits, integration, interpolation, and series.

Any program can become movie-type if the PAUSE command is substituted by a special subprogram keeping the screen shown for a reasonable time. That time is under the user's control. The subprogram is flexible, allowing the user to run the program in either movie-type, or TRACE, or cursor, or PAUSE mode.

With support from NASA, the University of Puerto Rico at Mayaguez has initiated a project designed to empower local high school teachers to utilize CBL( technology in the classroom, thereby enhancing their abilities to connect the concepts of mathematics and science to everyday experience in the minds of students.

The paper associated with this poster presentation is available in

• plain text (ASCII) (2K)

Projects prepared by students from introductory statistics and earth algebra courses using the TI-Graph Link( will be featured. TI-Graph Link permits screen images to be transferred from a calculator to a computer printer. This allows students to obtain hardcopy results of their statistical or algebraic analyses for inclusion in project reports.

The author developed a computer-based workbook for teaching a one-semester liberal arts mathematics course. Students perform carefully designed activities that promote conceptual understanding prior to class discussion to explore and discover mathematical ideas. The workbook, the pedagogical approach, and samples of student output will be displayed.

A simple but profound exercise will be presented that is of interest to and appropriate for students at all levels and which will introduce students both to the spreadsheet as a mathematical and graphical tool and to the notion of deterministic chaos.

This display will include programs for running the Calculator Based Laboratory( (CBL), copies of sample experiments in College Algebra, printouts and photos of experiments, and student comments. Presenter availability will include a CBL connected to the TI-82 calculator with a motion detector, and temperature probe available for participants use.

I shall illustrate how I have used Scientific Workplace in communicating, developing and implementing the course for a project that I am conducting with Ngee Ann Polytechnic, Singapore.

A 1995 Initiative II Project supported by an Annenberg/CPB grant at Central Michigan University to foster a national pattern of change in the teaching of collegiate mathematics and statistics service courses which include: remedial/developmental, competency/special topics, precalculus, business math, and introductory statistics.