Computer-Based Mathematics Education and the Use of MatCos Software in Primary and Secondary Schools

2021 ◽  
Author(s):  
Francesco Aldo Costabile ◽  
Mariavittoria Altomare ◽  
Gianluca Tricoli
Keyword(s):  
Mathematics Education ◽  
Secondary Schools ◽  
Computer Based

A comparative cultural study of mathematics education at Northern Cyprus and Turkmenistan secondary schools

2017 ◽  
Vol 52 (S1) ◽  
pp. 147-164
Author(s):  
Eser Gemikonaklı ◽  
Hatyja Kakajanova ◽  
Gokmen Dagli ◽  
Mehmet Altinay ◽  
Ramesh C. Sharma
Keyword(s):  
Mathematics Education ◽  
Secondary Schools ◽  
Cultural Study ◽  
Northern Cyprus

WGA 3: Mathematics Education in Senior Secondary Schools

2004 ◽  
pp. 232-237
Author(s):  
Abraham Arcavi ◽  
Michele Artigue ◽  
Christine Knipping ◽  
Wong Khoon Yoong ◽  
Maria Trigueros ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Secondary Schools ◽  
Senior Secondary Schools ◽  
Senior Secondary

Computer-Based Mathematics Education

2021 ◽  
pp. 28-51
Keyword(s):  
Mathematics Education ◽  
Programming Languages ◽  
Technological Diffusion ◽  
Electronic Technology ◽  
Chronological Order ◽  
Computer Based ◽  
Teaching Learning ◽  
The Impact ◽  
Modern Technologies

In this chapter, the authors mention, briefly, the attempts made from the 1970s to today to insert modern technologies in the teaching/learning of mathematics. They start with the first pocket calculators in the 1970s, which had a rapid technological diffusion that still exists. They focus on the impact that digital electronic technology has had on teaching/learning math. They will not follow a strictly chronological order, preferring to dwell on what, in their opinion, are the fundamental stages. So, the advent of the PC and programming languages—Logo, Basic, Pascal—CAI programs, DGS software, CAS. They conclude with their MatCos Project, after mentioning the new coding languages, including Scratch.

The Design of Computer Programs for Use in Elementary and Secondary Schools

1981 ◽  
Vol 9 (3) ◽  
pp. 193-206
Author(s):  
John J. Hirschbuhl
Keyword(s):  
Secondary Schools ◽  
Elementary Mathematics ◽  
Systematic Approach ◽  
Computer Programs ◽  
Student Characteristics ◽  
Instructional Programs ◽  
Analysis And Design ◽  
Computer Based ◽  
Major Factors ◽  
Content Characteristics

This article illustrates the two major components of a systematic approach to the development of computer based instructional programs for elementary and secondary schools: analysis and design. To explain and illustrate the two components of an existing elementary mathematics course that was developed by such a process is used as an example. Attention is called to the four major factors that must be considered in the design of any computer based course that is intended for use by elementary or secondary schools: 1. student characteristics and needs; 2. content characteristics; 3. computer capabilities and limitations; and 4. teacher requirements for planning and conducting instruction.

Some observations on mathematics education in Russian secondary schools

1960 ◽  
Vol 53 (4) ◽  
pp. 241-252
Author(s):  
Robert E. K. Rouke
Keyword(s):  
Mathematics Education ◽  
Secondary Schools ◽  
Russian Mathematics

A secondary schoolteacher's observations in Russian mathematics classes are reported here.

Computer-Based Mathematics Instructions with MATCOS

2013 ◽  
pp. 724-738 ◽  
Author(s):  
Francesco Aldo Costabile ◽  
Annarosa Serpe
Keyword(s):  
Secondary Schools ◽  
Computer Programming ◽  
Programming Environment ◽  
Future Trends ◽  
Research Activity ◽  
Computer Based ◽  
Educational Paradigm ◽  
Teaching Learning ◽  
Relevant Section

In this chapter, the authors describe the research and experimentation carried out and the results achieved in the last ten years in Calabrian secondary schools in the teaching/learning of Mathematics with the aid of computer programming in the MATCOS environment. The conclusions of the present work of research and experimentation are stated either in the relevant section, available in the articles mentioned in the bibliography, or can be found in the CIRD library. The chapter is organized as follows: first, the authors introduce the general background which prompted the research activity, and after, they present the MATCOS programming environment and elucidate its pedagogical-educational paradigm, technical characteristics, and use in everyday teaching through an example. Finally, the authors give a detailed description of the experimentation and the results obtained in the last few years. Future trends and conclusions round off the paper.

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