Ebook: Advanced Educational Technologies for Mathematics and Science

This book is the outgrowth of a NATO Advanced Research Workshop, held in Milton Keynes (United Kingdom) in the summer of 1990. The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. Many of these participants commented that the workshop was one of the more productive and exciting workshops that they had attended. It was not uncommon to see participants engaged in informal discussion far into the evenings and early mornings, long after formal sessions had ended. It is my hope that this book captures the substance and excitement of many of the ideas that were presented at the workshop. Indeed, the process by which this book has come about has given every opportunity for the best thinking to get reflected here. Participants wrote papers prior to the workshop. After the workshop, participants revised the papers at least once. In a few instances, three versions of papers were written. Some participants could not resist the urge to incorporate descriptions of some of the newer developments in their projects. The papers in this book demonstrate how technology is impacting our view of what should be taught, what can be taught, and how we should go about teaching in the various disciplines. As such, they offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels (ranging from elementary school through undergraduate college education).

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This book contains revised and updated versions of papers presented at a NATO Advanced Research Workshop held in Milton Keynes, U.K., in summer 1990.The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. The papers demonstrate how technology is impacting the view in the teaching profession of what should be taught, what can be taught, and how teachers should go about their work in the various disciplines. They offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels, ranging from elementary school through college and undergraduate education. The book has two major parts, on advanced technologies in the teaching of science and mathematics respectively, although many of the papers address topics of interest to specialists in both areas. The papers reflect examples drawn from a wide range of fields, including mathematics, physics, computer science, engineering, chemistry, and biology. Some demonstrate the use of software inteaching difficult but restricted concepts within a discipline. Other show an integrated approach that exploits the power of educational software throughout a course. The notions of discovery, representation, qualitative models for reasoning, model building, and the management of complexity are key elements in numerous papers.

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This book contains revised and updated versions of papers presented at a NATO Advanced Research Workshop held in Milton Keynes, U.K., in summer 1990.The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. The papers demonstrate how technology is impacting the view in the teaching profession of what should be taught, what can be taught, and how teachers should go about their work in the various disciplines. They offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels, ranging from elementary school through college and undergraduate education. The book has two major parts, on advanced technologies in the teaching of science and mathematics respectively, although many of the papers address topics of interest to specialists in both areas. The papers reflect examples drawn from a wide range of fields, including mathematics, physics, computer science, engineering, chemistry, and biology. Some demonstrate the use of software inteaching difficult but restricted concepts within a discipline. Other show an integrated approach that exploits the power of educational software throughout a course. The notions of discovery, representation, qualitative models for reasoning, model building, and the management of complexity are key elements in numerous papers.
Content:
Front Matter....Pages I-XII
Front Matter....Pages 1-4
Using Technology to Teach Thermodynamics: Achieving Integrated Understanding....Pages 5-60
LEGO/Logo and Electronic Bricks: Creating a Scienceland for Children....Pages 61-89
Modelling and Theory Building: Technology in Support of Student Theorizing....Pages 91-113
Courseware for Introductory Foundations of Computer Science....Pages 115-150
Learning Electricity and Cognitive Modeling....Pages 151-164
The Didactic Potential of Computer Aided Modeling for Physics Education....Pages 165-207
The Computer as a Conceptual Lab: Learning Dynamics with an Exploratory Environment....Pages 209-232
Oscillating Reactions: Cognitive Theory Approach....Pages 233-251
Intelligent Learning Technology for Science Learning....Pages 253-267
The Use of Interactive Software for the Exploration of Simple Feedback Systems....Pages 269-304
Teaching Operations Research Using “Home Made” Software....Pages 305-337
Learning Problem Solving Through Computer Programming....Pages 339-362
Interactive Learning and Biology: A Hypermedia Approach....Pages 363-380
Front Matter....Pages 381-384
Interrelationships Between Mind and Computer: Processes, Images, Symbols....Pages 385-413
Deconstructing Microworlds....Pages 415-438
Productivity Tools as an Integrated Modeling and Problem Solving Environment....Pages 439-468
Software to Think With: The Case of Algebra....Pages 469-495
Understanding Concepts in Algebra Using Linked Representation Tools....Pages 497-524
Computers in Teaching and Learning Discrete Mathematics and Abstract Algebra....Pages 525-563
Symbolic Computation Systems and Algebraic, Graphical, and Numerical Viewpoints in Elementary Calculus....Pages 565-583
Front Matter....Pages 381-384
Experiences of Computer Laboratory in Mathematics Teaching....Pages 585-615
Mathematics and Technologies....Pages 617-646
Intelligent Tutoring Systems and Mathematics: A Survey of What’s Going on in France....Pages 647-685
The Computer: Some Changes in Mathematics Teaching and Learning....Pages 687-707
An Introductory Course in Quantitative Methods: Computers in the Teaching of Problem Solving to College Students....Pages 709-733
Back Matter....Pages 735-756

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This book contains revised and updated versions of papers presented at a NATO Advanced Research Workshop held in Milton Keynes, U.K., in summer 1990.The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. The papers demonstrate how technology is impacting the view in the teaching profession of what should be taught, what can be taught, and how teachers should go about their work in the various disciplines. They offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels, ranging from elementary school through college and undergraduate education. The book has two major parts, on advanced technologies in the teaching of science and mathematics respectively, although many of the papers address topics of interest to specialists in both areas. The papers reflect examples drawn from a wide range of fields, including mathematics, physics, computer science, engineering, chemistry, and biology. Some demonstrate the use of software inteaching difficult but restricted concepts within a discipline. Other show an integrated approach that exploits the power of educational software throughout a course. The notions of discovery, representation, qualitative models for reasoning, model building, and the management of complexity are key elements in numerous papers.
Content:
Front Matter....Pages I-XII
Front Matter....Pages 1-4
Using Technology to Teach Thermodynamics: Achieving Integrated Understanding....Pages 5-60
LEGO/Logo and Electronic Bricks: Creating a Scienceland for Children....Pages 61-89
Modelling and Theory Building: Technology in Support of Student Theorizing....Pages 91-113
Courseware for Introductory Foundations of Computer Science....Pages 115-150
Learning Electricity and Cognitive Modeling....Pages 151-164
The Didactic Potential of Computer Aided Modeling for Physics Education....Pages 165-207
The Computer as a Conceptual Lab: Learning Dynamics with an Exploratory Environment....Pages 209-232
Oscillating Reactions: Cognitive Theory Approach....Pages 233-251
Intelligent Learning Technology for Science Learning....Pages 253-267
The Use of Interactive Software for the Exploration of Simple Feedback Systems....Pages 269-304
Teaching Operations Research Using “Home Made” Software....Pages 305-337
Learning Problem Solving Through Computer Programming....Pages 339-362
Interactive Learning and Biology: A Hypermedia Approach....Pages 363-380
Front Matter....Pages 381-384
Interrelationships Between Mind and Computer: Processes, Images, Symbols....Pages 385-413
Deconstructing Microworlds....Pages 415-438
Productivity Tools as an Integrated Modeling and Problem Solving Environment....Pages 439-468
Software to Think With: The Case of Algebra....Pages 469-495
Understanding Concepts in Algebra Using Linked Representation Tools....Pages 497-524
Computers in Teaching and Learning Discrete Mathematics and Abstract Algebra....Pages 525-563
Symbolic Computation Systems and Algebraic, Graphical, and Numerical Viewpoints in Elementary Calculus....Pages 565-583
Front Matter....Pages 381-384
Experiences of Computer Laboratory in Mathematics Teaching....Pages 585-615
Mathematics and Technologies....Pages 617-646
Intelligent Tutoring Systems and Mathematics: A Survey of What’s Going on in France....Pages 647-685
The Computer: Some Changes in Mathematics Teaching and Learning....Pages 687-707
An Introductory Course in Quantitative Methods: Computers in the Teaching of Problem Solving to College Students....Pages 709-733
Back Matter....Pages 735-756
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