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Computer in after-school student activities - fragment of researches

100%

Wojtuś R.

Didactica Mathematicae

2007

tom 30

In the article I submit partial results of three years lasting researches, which relate to the use of mathematical software in the process of mathematics teaching and learning, particularly in independent, after-school student activities. The aim of my researches is to solve the following problem: What is the role of computer in the independent work of the student? The following issues are the most interesting for me: Do students, during their independent after-school work, notice the necessity of using a computer software? In what situations students use computer programs in their after-school activities? Does applying a computer software in uence learning results, development of activeness, and mastering mathematical skills? Does applying a computer software change the students' attitude toward solving mathematical problems? My researches were carried out in grade 2 of senior secondary schools among volunteering students. They received computer software (\Compass" and \Ruler and Winplot") with instructions. During the first two years of the study (I present partial results of these stages in the article) the observed students did not use computer during classes; they did not have any experience in working with mathematical computer programs. My observations made during these studies let me conclude that the application of computer in independent after-school work of the students favorably in uenced the process of mathematics learning, development of mathematical activeness and creative attitude to problems. It was also noticed that majority of the students were not interested in using the computer in their independent work, despite the fact, that all of them would like it to be applied as didactic means in the lessons. In my opinion the reasons of this outcome are as follows: No experience in work with the programs, Insufficient reason for learning and using computer programs (this work was voluntary and not assessed), Attachment to the traditional learning methods, No possibilities to utilize experiences from work with computer on the exams. Those students who were learning with the support of mathematical computer programs most often applied it to the following: Searching for an idea to solve the problem, Visualization of the situation described in the problem, Quickly making correct function graphs, Reading properties of a function, Comparing their own graphs to the computer ones, Discovering properties, Visualization of theorems. In the article I submit four examples of mathematical computer programs utilization in after-school student work relating to: quadratic function, transformation of function graphs, areas of plane figures. By analyzing results of the researches carried out I deduct, that utilization of the computer in independent after-school work of students can contribute to: Formation of active and creative attitude of the students to problems, Formation of the research attitude, Stimulating own initiative, Building students' confidence of their mathematical possibilities, Critical estimation of data and results (thanks to the possibility of observing many examples and counterexamples), Development of visualization, modeling, reasoning and interpretation skills.

Komputer jako narzędzie badania sytuacji zadaniowej w długoterminowej pracy domowej ucznia

100%

Wojtuś R.

Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia

2009

tom 2

225-244

In the article I submit a fragment of my research carried out in 2004-2007, which was connected with the role of mathematical computer programs in the independent extracurricular work of the pupil. These examinations were conducted in a group of 119 pupils from the second grade of secondary schools. The article concerns the specific form of homework in mathematics – a long-term homework. The purpose of this homework was to answer the questions: a) In what mathematical situations do pupils use mathematical computer programs by themselves, without recommendation of the teacher? b) What are their motives to use a computer program as the means which enables them to discover and structure the task solution? c) What reasoning can computer program provoke and what intuitions can it improve? d) What functions in the learning process can be met by computer program and what can not be met not only within the range of acquired knowledge, but also from the point of view of thinking forms, creation types and sorts of pupils’ activity as well? In the article I present the concept and proposal of the long-term homework in mathematics. I analyse solutions of the task by the pupils. Task: Check the graph of the square function y = ax2 + bx + c depending on the coefficients a, b, c, where a 6= 0. Observation carried out, and the analysis of its results lead to the following conclusions: 1. The presented concept of the long-term homework in mathematics with the use of a suitable mathematical program allows pupils to organize their learning with the time rate adequate for themselves, to increase their self-reliance, and to stimulate their participation in the process of learning mathematics. 2. The Winplot program appeared to be a useful tool in the phase of preliminary examination of the problem, conducting experiments, perception of relation, formulating and demonstrative verification of hypotheses. 3. The Winplot program enabled to conduct reasoning on a different level of abstraction than it usually takes place during lessons of mathematics in the secondary school.

Ograniczanie wyników

1 Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia

1 Didactica Mathematicae

2 Wojtuś R.

1 2009

1 2007

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Computer in after-school student activities - fragment of researches

Komputer jako narzędzie badania sytuacji zadaniowej w długoterminowej pracy domowej ucznia