Uses of Computer in Mathematical Study - Report Example

Uses of Computer in Mathematical Study By Student Name Institute Date Introduction The computer has been used in mathematics field for over the last 20 years, however with broadly unstable completion in mathematics education and information. This paper explains a ten-year laborious research study that has probed the changing nature of how school teachers make use of computers in their mathematics classes especially, and also their awareness of limitations or problems to civilizing, or extending, such use. The consequences illustrate that even as there are currently many more computers existing in schools, access vestiges a key problem to their augmented use as mathematical education tools. There is also an alteration in the types of software used in computers, away from particular programs and towards common software, particularly the spreadsheet. Teacher approach leftovers a key aspect in progress (Thomas, 2006). Computer use in mathematics teaching The usage of Computer Algebra Systems (CAS) is gaining more importance extensive in mathematics study and education. I will throw some light upon the uses of computers in mathematics. Computers influence is universal. Computers are being used in applications varying from running a farmhouse, disease diagnosis, and even launching a space shuttle. Since the growth of computers has been mostly the effort of scientists, it is a natural thing so as to a large body of computer uses serve up the scientist. For proper solution of mathematical problems investigators must deal with the language of mathematics. To know further acutely multifaceted natural phenomena, researchers and scientists have to utilize compound mathematical relations and amount of data too unfeasible to handle without the help of computers. A lot of logical computer programs serve the whole people (Lavicza & and Erdodi, 2009). Mathematical teachings refer to the training of mathematical subjects. We are compelled to live in an environment in which the technology is changing briskly than we can become accustomed to it. For teaching Mathematics there exists no Magic Formula. Using computers to put into practice essential talent, have benefits. Exercises based upon computer can elevate student inspiration stages. Moreover, the computer’s mainly influential uses are for creating things clear. So, if we really want to encourage brilliance in mathematics learning, we must deem adapting to alteration and also using the most excellent tools on hand to us. Technology plays a significant job in doing this. Using Computer Guided Learning (CGL) permits instructors to go in this track, while being certain that they have a resource connected to the syllabus results they are ordered to teach to their students. Computer Guided Learning points out to high rank world class CD-ROM resources carried by print possessions for learning and teaching. This will certainly improve student actual performance and maintenance of probable mathematics result. CGL has the subsequent advantages: Students are capable of clicking on a word or mathematics term as they have slightly over and done what it explains, and finds a very precise clarification. As soon as students formulate an error, soon they get proper response to take them towards the accurate reply or solutions. In CGL, there exist sufficient examples at all the points. A computer capability to repeat things again and again and is considerably patient. It can be cool and easy to exercise. CGL program facilitates further depth to the ideas (than a text book). Computers are also taking confused variations to mathematics subject itself. Computer’s ability for critical situation during huge numbers of equations, probing millions of possibilities or occurrences, graphical usages to provide new theoretical insight, mathematicians are increasingly using computers as important tools (Kaveri, 2008). First and foremost change in the mathematical uprising now in progress is one of put into practice in universities throughout the state; computers assist resolve previously difficult problems, and also discover areas away from the contact of human computation. At the initial stage of this change, computers provided solutions to the problems expressed in typical mathematical information. Outcomes were usually obtained in numeric form. Newly, complex problems are being given to the computer in unconventional forms — as one researcher set it, the information is becoming " algorithmic rather algebraic" — and the consequences are more probably to be offered in graphic rather than numeric form. Because of the computer's speed, the process is becoming more interactive as well (Zucker & McGhee, 2005). Following are the benefits by using computer with Mathematics: 1 • Motivation of students is increased, commitment, attention, and independent learning. 2 • Students interact more with teachers than before. 3 • Organization of students is quite better. 4 • Student and teachers get easier access to the latest educational content. 5 • More suppleness for teachers during education. 6 • Increased specialized efficiency and greater teamwork among teachers. 7 • Better home-school communication. 8 • Laptop usage with proper planning and its increased need in life. In a field called Cybermatics, a computer provides quick, correct numeric dealing out for a human who is so free to concentrate in the more inspired, instinctive part of mathematical analysis. Cybermatics eliminated the major obstacle to the world of digits: the digits themselves and their low-level management. Perhaps, this doesn't indicate the rejection of mathematical firmness; actually the reverse is more probable. In one of the first vital success of computer mathematics, at Columbia University a group of people instructed their computer to verify textbooks of mathematical formulas used in science and technology. Of the checked texts, all the texts were found to be in fault to some level, and the most awful text had 27 percent wrong formulas. This wasn't just an educational work out — these formulas are also used in constructing bridges and aero planes and it would be more amazing that the calculation of such formulas with the help of computers is amazingly fast and accurate. A study has shown very clearly that computers can assist little children seek mathematics. Young students can use computer-assisted instruction (CAI) to put into practice the arithmetic techniques and to promote theoretical thoughts. Exclusive abilities of computers for providing performance comprise: the blend of image displays, animated graphics and language; the capability to give comment and maintain a diversity of proceedings; the prospect to discover a condition; and individualization. Though restricted use of such tool or software would perhaps do a little to accomplish the idea of the Teachers National Council for Mathematics that young children should be given mathematics education till from very beginning in a world where mathematics and computer are quickly rising and is widely being used in various walks of life. Speed & Accuracy Three categories of Cybermatics problems exist. In the first category, the computer provides multifaceted solutions to insignificant problems and the operator may get rid of paper and pencil work. The operator usually depends over the computer's speed and command and not enough on human skill. As an example, we might wish to discover how long an apple takes to fall to the ground. The category one solution will perhaps simply analyze the problem in intervals of time, using small rises of gravitational acceleration, allowing the velocity to build up, and then determining the apple's spot. This category method will give the operator a sensibly correct outcome, but it would waste computer power because the falling-apple scenario has an easier solution that can be employed using a formula. The computer boosts up the speed and correctness of human computation but doesn't substitute it in the second category. Mathematical problems and equations that could be solved by usual human techniques and practices are solved much faster or more exactly by the computer system. In the third category, the person interacts with computer to solve mathematical problems and start creating outcomes that can neither be achieved alone. In this category problems and solutions are broken down. Projects are carried out that are completely away from the details and range of usual mathematics. For instance, a chemist who has used mathematics to presume at the characteristics of a molecule, at the present may use Cybermatics to make and carry out an experiment with new and more molecules, before their entry to the laboratory. A nuclear scientist may save electrical energy by dividing more and more atoms in a computer than in an accelerator. So in speed and accuracy in producing more accurate and reliable there is no alternative of computer if applied with standards. So speed and the accuracy are hallmarks by means of which the role of computer in mathematics becomes much essential (Lutus, 1985). Furthermore, dependency on machine and rote-learning is a critical issue in computer uses in Mathematics. In case if wrong values are entered in computer system, the results may be extremely wrong as expected by someone. If computer systems are introduced in mathematics, students might rely most upon the computer system then their cognitive abilities, and they totally depend upon the computer results instead knowing the detailed process of executing a formula in mathematics. Drawing Graphs Why don’t we draw a figure without a computer? Perhaps two reasons exist for the answer of this question. First, drawing a geometric shape on paper is for most people require high skill and practice and also compiled method. Methods of this nature are run in their own entirety. This is particularly right for young kids, who have not re-represented the chronological directions that they absolutely pursue. Then, they cannot alter the drawing procedure in any manner; not as much of deliberately imitate on it. In creating a Mathematical method to sketch the shape, though, students must examine the visual features of the shape and also their actions in diagramming it, so requiring them to reveal on how the mechanisms are put together. Students must consider the computers can also facilitate developing other high level thoughts and skills. Different software exists in the marketplace to draw graphs and mathematical figures in the computer. Corel DRAW, Microsoft Excel, Microsoft Smart Draw are the programs widely used all over the world to draw graphics of every kind and different shapes, diagrams, and flowcharts with ease (Zucker & McGhee, 2005). Cost factor is the major issue in the implementation of computer system with mathematics though it has revolutionized the field of mathematics. Installation of computer systems with mathematics certainly requires more hardware, software, and also annual maintenance and substantial cost so it is not easy to implement in every country. Additional or more sophisticated and costly computer system implementation might need more budget of an organization, university or a school. Sometimes an organization might spend millions of dollars investment on purchasing such systems. Similarly software often constitutes a heavy investment of organization’s resources. Besides this, trained personnel is required to operate this kind of systems with mathematics at school or university level which would certainly cost a lot. Teachers with old methods of teaching have to be trained for computer based simulations and other software packages that are required in mathematic problem solving. Some Uses of computer in mathematical graphics: Images are available online at: http://cd1.edb.hkedcity.net/cd/eap_web/tsa_2008/secondary/Maths/computer-based_tasks.pdf Conclusions I would like to conclude with the comments that computer can propose exceptional prospects for getting knowledge by means of examination, inspired problem-solving, and also self-guided training and teaching. So considering this potential stress a concurrent focus on syllabus and technology modernization. Successfully incorporating technology into the core curriculum demands untiring efforts, era, obligation and now and again even a change in one’s thinking. A teacher remarked, ‘since you put effort in using the computers in the classroom, often you start inquiring the whole thing you have done in the past few years and surprise how you can familiarize yourself with the computer. After that, you begin asking questions the whole idea of what you initially did’. Some teachers criticize computer use, making arguments about computers, by their nature, are algorithmic and hold only sterile thoughts and creation. Technology can hold either tool or the highest-order thoughts. A useful research in addition gives strong proof that definite computer software packages, e.g. word processing, art and design tools, manipulation languages, graphics hold the power for the computer to provide facilitation to these educational objectives. Strong evidence also exists that the course in which computer programs are rooted, and the teacher who selects, uses, and introduces these programs, are vital fundamentals in apprehending the full potential of tools and also the technology. Bibliography Kaveri. (2008, June). ROLE OF COMPUTER IN TEACHING OF MATHEMATICS . Retrieved August 19, 2009, from !http://mathematicsmyway.blogspot.com/2008/06/role-of-computer-in-teaching-of.html Lavicza, Z., & and Erdodi, L. (2009). Mathematicians’ uses of Computer Algebra Systems in mathematics teaching in the UK, US, and Hungary. Retrieved August 19, 2009, from The Mathematical Association of America MathFest: http://www.allacademic.com/one/www/research/index.php?cmd=www_search&offset=0&limit=5&multi_search_search_mode=publication&multi_search_publication_fulltext_mod=fulltext&textfield_submit=true&search_module=multi_search&search=Search&search_field=title_idx Lutus, P. (1985). Computer Math. Retrieved August 19, 2009, from http://www.arachnoid.com/administration/index.html Thomas, M. O. (2006). TEACHERS USING COMPUTERS IN MATHEMATICS:A LONGITUDINAL STUDY. Retrieved August 19, 2009, from Emis.de: w.emis.de/proceedings/PME30/5/265.pdf Zucker, A. A., & McGhee, R. (2005). A Study of One-to-One Computer Use in Mathematics and Science Instruction at the Secondary Level in Henrico County Public Schools. Retrieved August 19, 2009, from ubiqcomputing.org: http://ubiqcomputing.org/FinalReport.pdf Read More