Xref: utzoo sci.math:13919 comp.sys.handhelds:3990 Path: utzoo!utgpu!news-server.csri.toronto.edu!cs.utexas.edu!uunet!orca.dsd.es.com!javelin.es.com!pashdown From: pashdown@javelin.es.com (Pete Ashdown) Newsgroups: sci.math,comp.sys.handhelds Subject: Re: The use of calculators in teaching calculus Keywords: Calculators, calculus Message-ID: <1990Dec4.153552.29699@javelin.es.com> Date: 4 Dec 90 15:35:52 GMT References: <4608@umbc3.UMBC.EDU> Organization: Evans & Sutherland Computer Corp., Salt Lake City, Utah Lines: 66 rouben@math13.math.umbc.edu writes: >I would like to hear your thoughts and comments on this. Specifically: >A - Is the traditional U.S. style of teaching freshman calculus > in need of reform? Yes. The first time I took Calculus, there was a lot of fear and stigma involved. I didn't do so well. The teacher emphasized method over understanding. I took Physics after Calculus, which emphasized understanding over method, in addition, I bought a HP-28, then later a HP-48. I started to _understand_ what Calculus meant and how it was used. The second time I took Calculus, it was a breeze to go through. No fear, no stigma, and I understood what I was doing, rather than spewing crammed methods. >B - Will the use of computer algebra systems (mathematica, maple, > derive, mascsyma, mu-math, etc.) enhance the learning of calculus? Yes. Broderbund's introductory calculus software is a good example of this. You get to see a visual representation of tangents, areas, derivatives, etc. Although it is pretty limited, I would imagine the packages you mentioned are much more capable. Being able to "play around" with ideas to see how they work is extremely valuable. >C - Will the use of programmable calculators enhance the learning > of calculus? Yes and no. In my higher math classes, I tend to bang out derivatives on the 48 rather than waste time doing them by hand. I suppose if I were stuck on a desert island without my 48 and a Nazi guard threatened me to find a difficult derivative, I would be dead. However, we all know the "square root" arguement as you mentioned it. Should these tasks be designated for computers/calculators? Is "hand-math" a dying breed? In my opinion, I certainly hope so. If I can do a problem quicker and more accurately on a calculator, I'll use the calculator. >D - Should the cost of the calculator be a factor in deciding whether > to prescribe it as a required tool for enrollment in a course? Yes, and in the case of the 48, there should be a suppliment from the University or a significant educational discount. However, the 28 comes very close to the performance of the 48 for about $100 less. In the case of Calculus, I have found the raw computing power of the 48 not much different than the 28. >E - Have you thought, or have you been a student in a "non-traditional" > type calculus course? What was your experience? See A. >E - Other thoughts and comments. Its nice to see a math professor pushing these ideas around. I doubt any of the math professors on my campus know the capabilities of the 48, although many of them do extoll the virtues of math software. >Rouben Rostamian Telephone: (301) 455-2458 >Department of Mathematics and Statistics e-mail: >University of Maryland Baltimore County bitnet: rostamian@umbc >Baltimore, MD 21228, U.S.A. internet: rostamian@umbc3.umbc.edu -- / (Rotate head 90 degrees for full effect) | BUNGEEEEEEEE! |---------------------------------------------------------------------->=