Journal of Computersin Mathematics and Science Teaching

Volume 15, Number3

Differential Achievement Gains for Mathematics Computation, Concepts,

and Applications with an Intrgrated Learning System

Roy B. Clariana 203

The Use of Computer Technologies in Missouri Secondary Science Classrooms

Paul J. Germann and Lloyd H. Barrow 217

Wari Construction Set Integrating Technology with Multicultural Mathematics
David Fowler 237

Higher Mathematics Education at a Distance: The Use of Computers

at the Open University of the Netherlands

Hans G.K. Hummel and Herjan Smit 249

Integrated Mathematics, Science, and Technology:

An Introduction to Scientific Visualization

David A. Thomas, Krista Johnson, and Stephanie Stevenson 267.

Learning the Concept of Inverse Function
Draga Vidakovic. 295

Abstracts

Differential Achievement Gainsfor Mathematics Computation, Concepts, and Applications with an

Integrated Learning System

ROY B. CLARIANA

Jostens Learning Corporation

6 Watermans Reach

Oxford OX1 4LQ, UK

This study considers the effects of an IntegratedLearning System (ILS) on the mathematics test scores of elementaryschool children. The sample consisted of three consecutive fifth-gradecohorts (n = 873). The first and second cohorts received traditionalclassroom instruction (baseline comparison groups) while the thirdcohort received traditional classroom instruction plus ILS mathematicsinstruction (experimental group). The ILS cohort teachers, forthe most part, coordinated the ILS lessons with their classroomlessons. The Stanford Achievement Test given in the fall of thefifth grade served as the posttest measure. Median effect sizegains for the ILS cohort compared to the two non-ILS cohorts werees=0.13 for computation, es=0.63 for concepts, and es=0.33 forapplications. Contrary to common opinions about mathematics software(i.e., mostly drill and practice focusing on computation skills),ILS software in this case had its greatest effect on mathematicsconcepts scores. This encouraging finding should be further considered.

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The Use of Computer Technologies in Missouri Secondary ScienceClassrooms

PAUL J. GERMANN AND LLOYD H. BARROWPAULJ. GERMANN AND LLOYD H. BARROW

Southwestern Bell Science Education Center

108 Townsend Hall, University of Missouri

Columbia, MO 65211, USA

A survey of Missouri science teachers was conductedto assess the current (1993) status of computer use and the professionaldevelopment needs concerning the use of computers in the secondaryscience classroom. The survey was completed and returned by asample of 635 (63.5%) science teachers. While computers are tobe found in 91% of the respondents classrooms, access is not necessarilyconvenient. Thirty-seven percent of the teachers have begun usein the last four years; 23% have been using computers for morethan five years. The use of a variety of software by non/pastusers, novices, and users/experts is compared, indicating differentprofessional development needs for each group with respect tousing computers in science instruction.

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Wari Construction Set Integrating Technologywith Multicultural Mathematics WariConstruction Set Integrating Technology with Multicultural Mathematics

DAVID FOWLERDAVIDFOWLER

118 Henzlik

University of Nebraska-Lincoln Teachers College

Lincoln, NE 68588-0355, USA

Wari Construction Set is a HyperCard®stack for playing one of the many variations on the African gamewari. Students can design their own variations on the game bysetting values for the initial number of pieces and the numberof pieces required for a capture. Two players can compete againsteach other, or one player can compete against the computer, whichresponds according to a programmed strategy. In addition, thecomputer will play an automatic version of the game, testing itsstrategy against randomly-generated moves and recording the outcome.Following a description of the rules and the operation of thewari program, the author has included a list of suggested mathematicalactivities to accompany the program. The article concludes withsome thoughts about the integration of technology into multiculturalmathematics.

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Mathematics Education at a Distance: The Use of Computersat the Open University of the Netherlands HigherMathematics Education at a Distance: The Use of Computers at theOpen University of the Netherlands

HANS G.K. HUMMEL AND HERJAN SMITHANSG.K. HUMMEL AND HERJAN SMIT

Department of Educational Technology

Open University, P.O. Box 2960

6401 DL Heerlen, the Netherlands

The Open University of the Netherlands has developedmathematics courses for guided self-study at a distance incorporatingnew educational media and special didactic techniques. This articledescribes how the computer can be used in such a setting. Thearticle focuses on a computer practical for Fourier-transforms.

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Integrated Mathematics, Science,and Technology: Integrated Mathematics,Science, and Technology:

An Introduction to Scientific VisualizationAn Introduction to ScientificVisualization

DAVID A. THOMASDAVIDA. THOMAS

Department of Mathematical Sciences

Montana State University

Bozeman, MT 59717, USA

KRISTA JOHNSONKRISTAJOHNSON

Chief Joseph Middle School

Bozeman, MT 59715, USA

STEPHANIE STEVENSONSTEPHANIESTEVENSON

Holley-Navarre Intermediate School

Navarre, FL 32566, USA

Scientific visualization is a computer graphics technologydeveloped to extend the use of our visual system to contexts andproblem-solving situations where sight itself is not directlypossible or in which normal vision fails to provide adequate opportunityfor analysis. It is also a powerful medium for communicating complexscientific ideas, especially those involving scientific processes.As this technology becomes more popular with scientists, it willbe used more and more as a medium by which science is communicatedto all citizens, students, and teachers in particular. This articledemonstrates the use of scientific visualization in the contextof activities dealing with integrated mathematics, science, andtechnology. It also suggests how interested teachers might getinvolved in this exciting field.

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Learning the Concept of Inverse FunctionLearning the Concept of InverseFunction

DRAGA VIDAKOVICDRAGAVIDAKOVIC

North Carolina State University

Center for Research in Math Education,

315 Poe Hall, Campus Box 7801, Raleigh, NC 27695-7801,USA

This report is a part of a study that was conductedwith five individual students and five groups of students whowere assigned to work together in the first course of the experimentalCalculus classes at Purdue University during the fall of 1992.The goal of the study was to "discover" how the conceptof inverse function can be learned, and hence taught, as wellas to investigate the differences between group and individualmental constructions of that particular concept. In this paperwe concentrate on the "discovery" of how the conceptof inverse function can be learned.
Based on the researcher's understanding of the concept, the generaltheory, and observations of students, a description of a constructionprocesses for the developing schema (genetic decomposition) ofthe inverse function was obtained. On the basis of the geneticdecomposition for the concept of inverse function an instructionaltreatment was proposed. The instructional treatment has not beenimplemented yet but it is hoped to help students to grasp theconcept better. It consists of computer activities designed tostimulate the students to go through the steps of cognitive constructionsfor developing the schema of inverse function.

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