10th International Congress on Mathematical Education

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• 10th International Congress on Mathematical
  Education
• Copenhagen, Denmark
• July 4 11, 2004

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Topic Study Group 7 Mathematics Education In
and For Work

• Presentation
• Mathematics Needs of Students
• in Emerging Technologies
• Mary Ann Hovis Rhodes State College, USA
• Robert Hovis Ohio Northern University, USA

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Technical Mathematics for Tomorrow
Recommendations and Exemplary ProgramsDUE
0003065
Funded by
The National Science Foundation (NSF)
with a grant to the
American Mathematical Association of Two-Year
Colleges (AMATYC)
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Technical Mathematics for Tomorrow
Recommendations Based on Industry and Technical
and Mathematics Faculty Input

• Principal Investigators
• Mary Ann Hovis
• Rhodes State College
• Rob Kimball
• Wake Technical Community College
• John Peterson
• Retired - Chattanooga State
• Technical Community College

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Crafty WorkshopsOctober 2000
CRAFTY Curriculum Renewal Across the First
Two Years
http//www.maa.org/cupm/crafty/

• Biotechnology and Environmental Science
• Electronics, Telecommunications, and
• Semiconductors
• Information Technology
• Manufacturing and
• Mechanical Engineering Technology

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National Conference May 2002
to create a Vision for Mathematics needs in
Emerging Technology Fields
www.waketech.edu/rlkimbal/CRAFTY/
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Summary

• Of
• A Vision
• MATHEMATICS FOR
• THE EMERGING TECHNOLOGIES

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• Critical thinking, problem
• solving, and communicating
• mathematically transcend all
• mathematics.
• Traditional content is NOT
• appropriate today.

• Memorizing isnt all there is to learning.
• Applications should have local depth and
• global breadth.

 
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• Faculty must use technology as a tool for
• teaching and, at the same time, develop
• the ability of students to use that
• technology to solve problems.
•  
• The classroom environment must use all
• the resources possible
• to facilitate learning.
• Teaching math is not
• just teaching math.

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• Teaching cant be done in isolation.
• Decisions should not be made in isolation.
• Institutions must set the example.
• All Mathematics faculty are equal.

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Technology

• Students Should be
• using Technology Period.
• Appropriate Use of Technology
• Technology should be a tool, not the driving
  force behind the curriculum.
• Technology by itself is not the objective.

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Technology Options

• Calculators
• Graphing Calculators
• Spreadsheets on Computers
• Computer Algebra Systems on both computers and
  calculators
• Calculator Based Laboratory Devices

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Professional Development

• There must be professional development for all
  faculty in the appropriate use of technology as a
  tool for teaching and as a tool for learning.

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Technical Careers

• Students in these careers need to use technology
  to examine, organize, and analyze real data.
• Students can use realistic data
• Technology allows this!

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Examples of Using Technology

• Creating Sine and Cosine curves from collecting
  data from a spring which is set in motion

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• Illustrating Adding Vectors by using a Robot to
  trace the sum of vectors using the head-to-tail
  method

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Contact Information

• Robert Hovis
• Ohio Northern University
• Ada, Ohio 45810
• USA
• r-hovis_at_onu.edu

• Mary Ann Hovis
• Rhodes State College
• 4240 Campus Drive
• Lima, Ohio 45802
• USA
• hovis.ma_at_RhodesState.edu

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