First Year Students Understanding Of Elementary Concepts In Differential Calculus In A Computer Laboratory Teaching Environment

This paper focuses on blended learning in mathematics I module in elementary calculus, at a University of Technology.  A computer laboratory was used to create a learning environment that promoted interactive learning together with traditional teaching. The interactive learning was performed using projects to optimize the discovery and error diagnosis in an elementary differential calculus class consisting of first year engineering students.  A group of 33 engineering students (the experimental group) completed a project in elementary calculus as part of their course requirement for the mathematics I module in the engineering faculty. The project was designed to support the development of the differential calculus frames “limit of a sequence”, “average rate of change” and “instantaneous rate of change”.  Students were clinically interviewed on their tasks in the project. We also compared a control group of students (randomly selected students) in a completely traditional to the experimental group. Both groups were subjected to the Orton’s test on differential calculus.  Analysis of project work indicated that students have developed specific mathematical mental frames in elementary calculus. The control group exhibited more structural and executive errors than the experimental group. The experimental group tended to describe the concepts using deep structures than surface structures.  Statistically the scores on the Orton’s tests indicated a clear difference between the experimental group and the control group. We can suggest blended learning enhances understanding of key concepts in elementary calculus

The Calculus Concept Inventory and teaching methodology reform

textUnlike fields in the humanities and social sciences, mathematics is traditionally taught through lectures in which students are expected to passively learn material. Research has shown that this didactic method leaves students with little conceptual understanding and discourages them mathematically. The Calculus Concept Inventory (CCI) is an exam which was developed to determine the impact of different teaching methodologies on students' conceptual understanding. The results have demonstrated that teaching methods which fall under the category of Interactive Engagement have the largest positive impact on conceptual knowledge. These methods actively engage students through social interactions with their peers and instructors in addition to providing immediate feedback and time for second attempts. The purpose of this report is to describe the current status of calculus reform and the ways in which the CCI is affecting mathematics pedagogy. For example, the University of Texas at Austin Mathematics Department has implemented flipping, an interactive engagement method delivering instruction on-line outside of class and bringing homework into the classroom.Mathematic

Mathematica in the classroom: new tools for exploring precalculus and differential calculus

Prémio de Melhor Artigo de Jovem Investigador atribuído pela empresa Timberlake, apresentado na 1ª Conferência Nacional sobre Computação Simbólica no Ensino e na Investigação - CSEI2012, que decorreu no IST nos dias 2 e 3 de Abril.The main goal of this paper is to present some interactive tools, F-Tools, designed by us and implemented with the computer algebra system Mathematica, which we hope will improve the teaching-and-learning process by providing teachers and students alike with new ways to explore some of the main mathematical subjects, at the secondary and university levels, speci cally in the areas of precalculus and di erential calculus. We believe that these new tools are an important contribution to Mathematical Education, providing new ways for teaching and learning. We intend to make available several F-Tools, such as F-Linear, F-Quadratic, F-Exponential, F-Logarithm, and F-Trigonometric, at the Wolfram Demonstrations Project site

Assessments in Mathematics, undergraduate degree

In the sequel, we question the validity of multiple choice questionnaires for undergraduate level math courses. Our study is based on courses given in major French universities, to numerous audiences

Active Learning in Sophomore Mathematics: A Cautionary Tale

Math 245: Multivariate Calculus, Linear Algebra, and Differential Equations with Computer I is the first half of a year-long sophomore sequence that emphasizes the subjects\u27 interconnections and grounding in real-world applications. The sequence is aimed primarily at students from physical and mathematical sciences and engineering. In Fall, 1998, as a result of my affiliation with the Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC), I continued and extended previously-introduced reforms in Math 245, including: motivating mathematical ideas with real-world phenomena; student use of computer technology; and, learning by discovery and experimentation. I also introduced additional pedagogical strategies for more actively involving the students in their own learning—a collaborative exam component and in-class problem-solving exercises. The in-class exercises were well received and usually productive; two were especially effective at revealing normally unarticulated thinking. The collaborative exam component was of questionable benefit and was subsequently abandoned. Overall student performance, as measured by traditional means, was disappointing. Among the plausible reasons for this result is that too much material was covered in too short a time. Experience here suggests that active-learning strategies can be useful, but are unlikely to succeed unless one sets realistic limits to content coverage

Design a photovoltaic system based on maximum power point tracking under partial shading

Photovoltaic systems have been given special attention given their long-term potential advantages. Solar panels can produce maximum power at specific operating points called maximum power points (MPP). Solar panels must work at this particular stage in order to ensure that solar panels produce maximum power and maximize efficiency. The performance of the solar photovoltaic unit is strongly affected by the level of radiation, heat and partial shading condition. The partial shedding condition is one of vectors that can affect the PV cell performance. To overcome on this problem, this project proposes photovoltaic system based on maximum power point tracking of partial shading condition. The MPPT algorithm has many methods like P&O and PSO. P&O it had limitation that is not capable to cover the multi-peaks curves. Beside that the PSO method is more effective in partial shading condition. The voltage and current of MSX60 PV module are subjected to various insolation conditions. The Particle Swarm Optimization (PSO) algorithm based MPPT has been implemented to track maximum power partial shading condition. So, in normal condition the power reach 245 W which is higher than the power under partial shading condition that reach 100 W. The PV module is designed using MATLAB/SIMULINK. The accurateness of this simulator is verified with PV module, the result is practiced during normal condition and under partial shading condition meanwhile, multiple curves of I-V and P-V will produce during normal condition and partial shading condition