2. From Pencil to Computer in Math Education JUAN JOSÉ PRIETO-VALDÉS Part-I from IV This dynamic presentation contains mp3 text to speech features. Please check your sound setting before continuing.

3. From Pencil to Computer in Math Education JUAN JOSÉ PRIETO-VALDÉS Part-I from IV

4. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes3

5. Sharing my questions about: How to teach mathematics today (?) Considering the impact of computer science on our thinking From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes4

6. Computation: New kind of science When calculators and computers initially became available to schools there was much optimism about their use in mathematics teaching. However, the reality was different, as facilitating calculation became the Achilles heel in further understanding of mathematics, resulting that math education has slipped backward. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes5

7. Many educationalists have discussed the problem arriving to the conception: “stop teaching calculating and start teaching Math” From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes6 In many cases, the technology was used to search for a quick and easy solution, but not to deepen the understanding of the concepts. http://www.youtube.com/watch?feature=endscreen&v=60OVlfAUPJg&NR=1 Conrad and Stephen Wolfram http://www.youtube.com/watch?v=60P7717-XOQ

8. Still we have different points of view METHOD – A: some authors consider that traditional pencil-paper method is the most appropriate. METHOD – B: others support the idea of using computers, as the best way to improve learning of mathematics and related science disciplines. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes7 How to introduce the computer in math education ?

9. METHOD – A: some authors consider that traditional pencil-paper method is the most appropriate. METHOD – B: others support the idea of using computers, as the best way to improve learning of mathematics and related science disciplines. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes8 1.electronic pen, 2.handwritten recognition program, and 3.processing software capable to solve and graph equations among other applications and interactions with the user. An instructional technique created on the basis of mixed methodology (Pencil-Computer) comprising:

10. APPROACH and REALIZATION: From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes9 1)Using two different types of smart pens: one connected to the computer with a sonar, and the second case, connected with a micro camera. 2)In both cases the information was processed by a handwriting recognition programs and 3)subsequent mathematical processing using advanced programs as Mathematics

11. Use pen-mouse/stylus and Windows Math Panel & Variant-1 Microsoft Word add-in Mathematics Variant-2 http://www.wolframalpha.com/ Microsoft Word add-in Mathematics http://www.wolframalpha.com From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes10

12. Step by step low cost application Write the equation you are looking for a solution. You have to teach your windows program how to recognize your handwritings. Write your problem (USB-mouse/pen) Convert into PC standard type Process using Mathematics Add-On Convert and process (Windows Math Panel) Request similar examples Request a numeric solution Request step by step solution Graph and process the graph as per your convenience Solve & Graph, etc. (Microsoft Mathematica-4) From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes11

13. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes12 Preliminary Results An Iterative Math Book 1.Conducted assay proved that that traditional math exercises serve to teach calculation methods but not to deepen math understanding, showing the needs of improving instructing tactics and math books to properly implement computers in math teaching. 2.An experimental chapter-book created like an APP was tested using math exercises which require a graphical and numerical analysis aided by computers. 3.Obtained results confirms the suitability of proposed teaching philosophy to improve math teaching. 4.Positive feedbacks from students, increment of the average grade and passing rate, and supporting opinion from peers, confirm the suitability of proposed teaching philosophy to improve math teaching.

14. From Pencil to Computer in Math Education, © Juan J. Prieto-Valdes13 END OF THE PART 1 The author of this work will appreciate your opinions about the proposed methodology to teach Math in modern time. Thanks for your feedback to improve our work. For more information, please contact me at http://faculty.mdc.edu/jprietov Thank you