TY - JOUR

T1 - Microcomputer laboratories in mathematics education

AU - Breuer, S.

AU - Gal-Ezer, Judith

AU - Zwas, G.

PY - 1990

Y1 - 1990

N2 - This article discusses the mathematical-educational potential of a computational laboratory at the pre-calculus and co-calculus levels. The laboratory envisaged is based on a set of microcomputers, whose use plays a central role in the teaching process, with particular emphasis on algorithmization. A new role for the mathematics teacher and professor is layed out, augmenting the "chalk and talk" methods by active participation as a laboratory instructor. Following a brief description of the integration of such a laboratory into the mathematical education, seven appropriate subjects are discussed, including some new relevant elementary proofs and worked out examples. Emphasis is placed upon the mathematical-educational byproducts (such as error bounds, ill-conditioning, complexity, rate of convergence, etc.) accompanying the implementation of these seven modules. Special attention is given to the removal of "black box" procedures and to the construction of "numerical methods that work". Extensions and generalizations to more advanced topics are indicated, especially where the results in our modules may serve as points of departure in that direction.

AB - This article discusses the mathematical-educational potential of a computational laboratory at the pre-calculus and co-calculus levels. The laboratory envisaged is based on a set of microcomputers, whose use plays a central role in the teaching process, with particular emphasis on algorithmization. A new role for the mathematics teacher and professor is layed out, augmenting the "chalk and talk" methods by active participation as a laboratory instructor. Following a brief description of the integration of such a laboratory into the mathematical education, seven appropriate subjects are discussed, including some new relevant elementary proofs and worked out examples. Emphasis is placed upon the mathematical-educational byproducts (such as error bounds, ill-conditioning, complexity, rate of convergence, etc.) accompanying the implementation of these seven modules. Special attention is given to the removal of "black box" procedures and to the construction of "numerical methods that work". Extensions and generalizations to more advanced topics are indicated, especially where the results in our modules may serve as points of departure in that direction.

UR - http://www.scopus.com/inward/record.url?scp=0025256448&partnerID=8YFLogxK

U2 - 10.1016/0898-1221(90)90038-L

DO - 10.1016/0898-1221(90)90038-L

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AN - SCOPUS:0025256448

SN - 0898-1221

VL - 19

SP - 13

EP - 34

JO - Computers and Mathematics with Applications

JF - Computers and Mathematics with Applications

IS - 3

ER -