Use of calculators with computer algebra systems in test assessment in engineering mathematics

Weiss, Vida ; Tobin, Patrick

ANZIAM Journal, Tome 56 (2016), / Harvested from Australian Mathematical Society

Résumé

In recent years the number of engineering departments in Australia that permit use of CAS calculators in test assessments has been decreasing, although in some cases students are expected to use CAS computer packages such as Matlab or Mathematica for some assignment or project work. We examine the common arguments given by departments and academics who oppose use of CAS calculators in tests and examinations and contrast these with possible benefits of allowing students to use CAS calculators in tests and examinations in engineering mathematics subjects. We present examples to illustrate different types of examination questions that can be asked in a calculus exam for undergraduate engineering students where CAS calculators are permitted. References S. Arslan. Traditional instruction of differential equations and conceptual learning. Teach. Math. Appl. 29(2):94–107, 2010. doi:10.1093/teamat/hrq001 C. Buteau, N. Marshall, D. Jarvis and Z. Lavicza. Integrating computer algebra systems in post-secondary mathematics education: Preliminary results of a literature review. Int. J. Tech. Math. Ed. 17(2):57–68, 2010. https://www.learntechlib.org/p/107456 D. Jardine. A different pencil: Use technology wisely. MAA Focus, 21(6):20–21, 2001. http://www.maa.org/sites/default/files/pdf/pubs/augsept01web.pdf H. Lehning. Exams and computer algebra systems. Proceedings of the Second International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, 1–6 July, 2002. http://www.math.uoc.gr/ ictm2/Proceedings/pap40.pdf A. McAndrew. Private communication. J. C. Ponce-Campuzano and A. Rivera-Figueroa. Using computer algebraic systems to compute antiderivatives: Showing some mathematical facts that should not be neglected. In J. Hannah and M. Thomas (Eds), Proceedings of Volcanic Delta 2011, the Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotarua NZ, 27 Nov.–2 Dec., 303–313, 2011. http://www.math.canterbury.ac.nz/ j.hannah/Delta11/VolcanicDelta2011Proceedings.pdf H. S. Risser. What are we afraid of? Arguments against teaching mathematics with technology in the professional publications of organisations for US mathematicians Int. J. Tech. Math. Ed. 18(2):97–101, 2011. https://www.learntechlib.org/p/109511 D. Tall, D. Smith and C. Piez. Technology and calculus. In M. K. Heid and G. W. Blume (Eds), Research on Technology and the Teaching and Learning of Mathematics, Vol 1, 207–258. NCTM, 2008. https://www.nctm.org/store/Products/Research-on-Technology-and-the-Teaching-and-Learning-of-Mathematics–Vol–1,-Research-Syntheses/ P. Tobin and V. Weiss. Teaching differential equations in undergraduate mathematics: Technology issues in service courses. In J. Hannah and M. Thomas (Eds), Proceedings of Volcanic Delta 2011, the Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotarua NZ, 27 Nov.–2 Dec., 375–385, 2011. http://www.math.canterbury.ac.nz/ j.hannah/Delta11/VolcanicDelta2011Proceedings.pdf

Détail

Publié le : 2016-01-01
DOI : https://doi.org/10.21914/anziamj.v57i0.10445