Examining the use of Computer Algebra Systems in university-level mathematics teaching

Zsolt Lavicza

Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 2 (April 2009) pp. 99–111

The use of Computer Algebra Systems (CAS) is becoming increasingly important and widespread in mathematics research and teaching. In this paper, I will report on a questionnaire study enquiring about mathematicians’ use of CAS in mathematics...

Topics: Post Secondary Education, Mathematics, Educational Technology, Software, Computers

Factors Influencing the Integration of Computer Algebra Systems into University-Level Mathematics Education

Zsolt Lavicza

International Journal for Technology in Mathematics Education Vol. 14, No. 3 (2007) pp. 121–129

Computer Algebra Systems (CAS) are increasing components of university-level mathematics education. However, little is known about the extent of CAS use and the factors influencing its integration into university curricula. Pre-university level...

Integrating "GeoGebra" into IWB-Equipped Teaching Environments: Preliminary Results

Zsolt Lavicza; Zsuzsanna Papp-Varga

Technology, Pedagogy and Education Vol. 19, No. 2 (July 2010) pp. 245–252

The aims of the project described in this paper are threefold. Firstly, the authors aim to examine how "GeoGebra", an open-source dynamic mathematics software application, can be used successfully for mathematics teaching in interactive whiteboard ...

Assisting Students' Cognitive Strategies with the Use of CAS

Csaba Sarvari; Zsolt Lavicza; Mihaly Klincsik

International Journal for Technology in Mathematics Education Vol. 17, No. 3 (2010) pp. 147–154

This paper examines various cognitive strategies applied while CAS (Computer Algebra System) are used in undergraduate-level engineering mathematics teaching and learning. We posed some questions in relation to such CAS use: What kind of tools can...

Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences

Theodosia Prodromou; Zsolt Lavicza; Balazs Koren

International Journal for Technology in Mathematics Education Vol. 22, No. 4 (2015) pp. 169–177

This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes,...

Systemic Shifts in Instructional Technology: Findings of a Comparative Case Study of Two University Mathematics Departments

Daniel H. Jarvis; Zsolt Lavicza; Chantal Buteau

International Journal for Technology in Mathematics Education Vol. 21, No. 4 (2014) pp. 117–142

This paper reports on the findings of an international case study in which researchers examined two mathematics departments (Canada/UK) in which the sustained use of technology was strategically established in a mathematics degree program. This case ...

Evaluating Difficulty Levels of Dynamic Geometry Software Tools to Enhance Teachers' Professional Development

Judith Hohenwarter; Markus Hohenwarter; Zsolt Lavicza

International Journal for Technology in Mathematics Education Vol. 17, No. 3 (2010) pp. 127–134

This paper describes a study aimed to identify commonly emerging impediments related to the introduction of dynamic mathematics software. We report on the analysis of data collected during a three-week professional development programme organised...

Introducing Dynamic Mathematics Software to Secondary School Teachers: the Case of GeoGebra

Judith Hohenwarter; Markus Hohenwarter; Zsolt Lavicza

Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 2 (April 2009) pp. 135–146

This paper describes a study aimed to identify most common impediments related to the introduction of an open-source mathematical software package GeoGebra. We report on the analysis of data collected during a three-week professional development...

Topics: Software, Educational Technology, Mathematics, eLearning, Professional Development, Post Secondary Education

On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey

Chantal Buteau; Daniel H. Jarvis; Zsolt Lavicza

Canadian Journal of Science, Mathematics and Technology Education Vol. 14, No. 1 (2014) pp. 35–57

In this article, we outline the findings of a Canadian survey study (N = 302) that focused on the extent of computer algebra systems (CAS)-based technology use in postsecondary mathematics instruction. Results suggest that a considerable number of...

Ideas for using GeoGebra and Origami in Teaching Regular Polyhedrons Lessons

Natalija Budinski; Zsolt Lavicza; Kristóf Fenyvesi

K-12 STEM Education Vol. 4, No. 1 (Jan 03, 2018) pp. 297–303

The approach of combining GeoGebra and origami is well accepted among students in the school "Petro Kuzmjak" where it is used to teach geometry lessons. This article elaborates on how to introduce students (upper elementary and high school students, ...

Language: English

Technology-enhanced Flipped Mathematics Education in Secondary Schools: A Synopsis of Theory and Practice

Robert Weinhandl; Zsolt Lavicza; Evelyn Süss-Stepancik

K-12 STEM Education Vol. 4, No. 3 (Jul 02, 2018) pp. 377–389

This article focuses on the technology-supported Flipped Classroom Approach (FCA) in Mathematics education and how this form of teaching and learning can be implemented in secondary schools. In the German-speaking countries in particular, research...

Language: English

Designing Online Learning Environments for Flipped Approaches in Professional Mathematics Teacher Development

Robert Weinhandl; Zsolt Lavicza; Tony Houghton

Journal of Information Technology Education: Research Vol. 19, No. 1 (Jan 28, 2020) pp. 315–337

Aim/Purpose: Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the...

The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England

V. Darleen Opfer; David G. Pedder; Zsolt Lavicza

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 443–453

This paper uses results from a national survey of teachers in England to test a hypothesised model of teacher orientation to learning (consisting of beliefs, practice and experiences about learning) and its relationship to teacher learning change....

Language: English

Integrating Computer Algebra Systems in Post-Secondary Mathematics Education: Preliminary Results of a Literature Review

Chantal Buteau; Neil Marshall; Daniel Jarvis; Zsolt Lavicza

International Journal for Technology in Mathematics Education Vol. 17, No. 2 (2010) pp. 57–68

We present results of a literature review pilot study (326 papers) regarding the use of Computer Algebra Systems (CAS) in tertiary mathematics education. Several themes that have emerged from the review are discussed: diverse uses of CAS, benefits...

Establishing a Professional Development Network around Dynamic Mathematics Software in England

Zsolt Lavicza; Markus Hohenwarter; Keith Jones; Allison Lu; Mark Dawes

International Journal for Technology in Mathematics Education Vol. 17, No. 4 (2010) pp. 177–182

In this paper, we will outline some results of an NCETM (National Centre for Excellence in the Teaching of Mathematics) funded project that aimed to establish a professional development network with an open-source mathematical software--GeoGebra--in ...

Do mathematicians integrate computer algebra systems in university teaching? Comparing a literature review to an international survey study

Neil Marshall; Chantal Buteau; Daniel H. Jarvis; Zsolt Lavicza

Computers & Education Vol. 58, No. 1 (January 2012) pp. 423–434

We present a comparative study of a literature review of 326 selected contributions ( Buteau, Marshall, Jarvis & Lavicza, 2010) to an international (US, UK, Hungary) survey of mathematicians ( Lavicza, 2008) regarding the use of Computer ...

Language: English

Topics: Post Secondary Education