Title the Current State of Computer Algebra System on Tablet Devices (Developments in Computer Algebra Research) Author(S)
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Some Reflections About the Success and Impact of the Computer Algebra System DERIVE with a 10-Year Time Perspective
Noname manuscript No. (will be inserted by the editor) Some reflections about the success and impact of the computer algebra system DERIVE with a 10-year time perspective Eugenio Roanes-Lozano · Jose Luis Gal´an-Garc´ıa · Carmen Solano-Mac´ıas Received: date / Accepted: date Abstract The computer algebra system DERIVE had a very important im- pact in teaching mathematics with technology, mainly in the 1990's. The au- thors analyze the possible reasons for its success and impact and give personal conclusions based on the facts collected. More than 10 years after it was discon- tinued it is still used for teaching and several scientific papers (most devoted to educational issues) still refer to it. A summary of the history, journals and conferences together with a brief bibliographic analysis are included. Keywords Computer algebra systems · DERIVE · educational software · symbolic computation · technology in mathematics education Eugenio Roanes-Lozano Instituto de Matem´aticaInterdisciplinar & Departamento de Did´actica de las Ciencias Experimentales, Sociales y Matem´aticas, Facultad de Educaci´on,Universidad Complutense de Madrid, c/ Rector Royo Villanova s/n, 28040-Madrid, Spain Tel.: +34-91-3946248 Fax: +34-91-3946133 E-mail: [email protected] Jose Luis Gal´an-Garc´ıa Departamento de Matem´atica Aplicada, Universidad de M´alaga, M´alaga, c/ Dr. Ortiz Ramos s/n. Campus de Teatinos, E{29071 M´alaga,Spain Tel.: +34-952-132873 Fax: +34-952-132766 E-mail: [email protected] Carmen Solano-Mac´ıas Departamento de Informaci´ony Comunicaci´on,Universidad de Extremadura, Plaza de Ibn Marwan s/n, 06001-Badajoz, Spain Tel.: +34-924-286400 Fax: +34-924-286401 E-mail: [email protected] 2 Eugenio Roanes-Lozano et al. -
Redberry: a Computer Algebra System Designed for Tensor Manipulation
Redberry: a computer algebra system designed for tensor manipulation Stanislav Poslavsky Institute for High Energy Physics, Protvino, Russia SRRC RF ITEP of NRC Kurchatov Institute, Moscow, Russia E-mail: [email protected] Dmitry Bolotin Institute of Bioorganic Chemistry of RAS, Moscow, Russia E-mail: [email protected] Abstract. In this paper we focus on the main aspects of computer-aided calculations with tensors and present a new computer algebra system Redberry which was specifically designed for algebraic tensor manipulation. We touch upon distinctive features of tensor software in comparison with pure scalar systems, discuss the main approaches used to handle tensorial expressions and present the comparison of Redberry performance with other relevant tools. 1. Introduction General-purpose computer algebra systems (CASs) have become an essential part of many scientific calculations. Focusing on the area of theoretical physics and particularly high energy physics, one can note that there is a wide area of problems that deal with tensors (or more generally | objects with indices). This work is devoted to the algebraic manipulations with abstract indexed expressions which forms a substantial part of computer aided calculations with tensors in this field of science. Today, there are many packages both on top of general-purpose systems (Maple Physics [1], xAct [2], Tensorial etc.) and standalone tools (Cadabra [3,4], SymPy [5], Reduce [6] etc.) that cover different topics in symbolic tensor calculus. However, it cannot be said that current demand on such a software is fully satisfied [7]. The main difference of tensorial expressions (in comparison with ordinary indexless) lies in the presence of contractions between indices. -
Utilizing MATHEMATICA Software to Improve Students' Problem Solving
International Journal of Education and Research Vol. 7 No. 11 November 2019 Utilizing MATHEMATICA Software to Improve Students’ Problem Solving Skills of Derivative and its Applications Hiyam, Bataineh , Jordan University of Science and Technology, Jordan Ali Zoubi, Yarmouk University, Jordan Abdalla Khataybeh, Yarmouk University, Jordan Abstract Traditional methods of teaching calculus (1) at most Jordanian universities are usually used. This paper attempts to introduce an innovative approach for teaching Calculus (1) using Computerized Algebra Systems (CAS). This paper examined utilizing Mathematica as a supporting tool for the teaching learning process of Calculus (1), especially for derivative and its applications. The research created computerized educational materials using Mathematica, which was used as an approach for teaching a (25) students as experimental group and another (25) students were taught traditionally as control group. The understandings of both samples were tested using problem solving test of 6 questions. The results revealed the experimental group outscored the control group significantly on the problem solving test. The use of Mathematica not just improved students’ abilities to interpret graphs and make connection between the graph of a function and its derivative, but also motivate students’ thinking in different ways to come up with innovative solutions for unusual and non routine problems involving the derivative and its applications. This research suggests that CAS tools should be integrated to teaching calculus (1) courses. Keywords: Mathematica, Problem solving, Derivative, Derivative’s applivations. INTRODUCTION The major technological advancements assisted decision makers and educators to pay greater attention on making the learner as the focus of the learning-teaching process. The use of computer algebra systems (CAS) in teaching mathematics has proved to be more effective compared to traditional teaching methods (Irving & Bell, 2004; Dhimar & Petal, 2013; Abdul Majid, huneiti, Al- Nafa & Balachander, 2012). -
The Yacas Book of Algorithms
The Yacas Book of Algorithms by the Yacas team 1 Yacas version: 1.3.6 generated on November 25, 2014 This book is a detailed description of the algorithms used in the Yacas system for exact symbolic and arbitrary-precision numerical computations. Very few of these algorithms are new, and most are well-known. The goal of this book is to become a compendium of all relevant issues of design and implementation of these algorithms. 1This text is part of the Yacas software package. Copyright 2000{2002. Principal documentation authors: Ayal Zwi Pinkus, Serge Winitzki, Jitse Niesen. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.1 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts and no Back-Cover Texts. A copy of the license is included in the section entitled \GNU Free Documentation License". Contents 1 Symbolic algebra algorithms 3 1.1 Sparse representations . 3 1.2 Implementation of multivariate polynomials . 4 1.3 Integration . 5 1.4 Transforms . 6 1.5 Finding real roots of polynomials . 7 2 Number theory algorithms 10 2.1 Euclidean GCD algorithms . 10 2.2 Prime numbers: the Miller-Rabin test and its improvements . 10 2.3 Factorization of integers . 11 2.4 The Jacobi symbol . 12 2.5 Integer partitions . 12 2.6 Miscellaneous functions . 13 2.7 Gaussian integers . 13 3 A simple factorization algorithm for univariate polynomials 15 3.1 Modular arithmetic . 15 3.2 Factoring using modular arithmetic . -
CAS (Computer Algebra System) Mathematica
CAS (Computer Algebra System) Mathematica- UML students can download a copy for free as part of the UML site license; see the course website for details From: Wikipedia 2/9/2014 A computer algebra system (CAS) is a software program that allows [one] to compute with mathematical expressions in a way which is similar to the traditional handwritten computations of the mathematicians and other scientists. The main ones are Axiom, Magma, Maple, Mathematica and Sage (the latter includes several computer algebras systems, such as Macsyma and SymPy). Computer algebra systems began to appear in the 1960s, and evolved out of two quite different sources—the requirements of theoretical physicists and research into artificial intelligence. A prime example for the first development was the pioneering work conducted by the later Nobel Prize laureate in physics Martin Veltman, who designed a program for symbolic mathematics, especially High Energy Physics, called Schoonschip (Dutch for "clean ship") in 1963. Using LISP as the programming basis, Carl Engelman created MATHLAB in 1964 at MITRE within an artificial intelligence research environment. Later MATHLAB was made available to users on PDP-6 and PDP-10 Systems running TOPS-10 or TENEX in universities. Today it can still be used on SIMH-Emulations of the PDP-10. MATHLAB ("mathematical laboratory") should not be confused with MATLAB ("matrix laboratory") which is a system for numerical computation built 15 years later at the University of New Mexico, accidentally named rather similarly. The first popular computer algebra systems were muMATH, Reduce, Derive (based on muMATH), and Macsyma; a popular copyleft version of Macsyma called Maxima is actively being maintained. -
Computer Algebra Tems
short and expensive. Consequently, computer centre managers were not easily persuaded to install such sys Computer Algebra tems. This is another reason why many specialized CAS have been developed in many different institutions. From the Jacques Calmet, Grenoble * very beginning it was felt that the (UFIA / INPG) breakthrough of Computer Algebra is linked to the availability of adequate computers: several megabytes of main As soon as computers became avai handling of very large pieces of algebra memory and very large capacity disks. lable the wish to manipulate symbols which would be hopeless without com Since the advent of the VAX's and the rather than numbers was considered. puter aid, the possibility to get insight personal workstations, this era is open This resulted in what is called symbolic into a calculation, to experiment ideas ed and indeed the use of CAS is computing. The sub-field of symbolic interactively and to save time for less spreading very quickly. computing which deals with the sym technical problems. When compared to What are the main CAS of possible bolic solution of mathematical problems numerical computing, it is also much interest to physicists? A fairly balanced is known today as Computer Algebra. closer to human reasoning. answer is to quote MACSYMA, RE The discipline was rapidly organized, in DUCE, SMP, MAPLE among the general 1962, by a special interest group on Computer Algebra Systems purpose ones and SCHOONSHIP, symbolic and algebraic manipulation, Computer Algebra systems may be SHEEP and CAYLEY among the specia SIGSAM, of the Association for Com classified into two different categories: lized ones. -
Using Computer Programming As an Effective Complement To
Using Computer Programming as an Effective Complement to Mathematics Education: Experimenting with the Standards for Mathematics Practice in a Multidisciplinary Environment for Teaching and Learning with Technology in the 21st Century By Pavel Solin1 and Eugenio Roanes-Lozano2 1University of Nevada, Reno, 1664 N Virginia St, Reno, NV 89557, USA. Founder and Director of NCLab (http://nclab.com). 2Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas, Facultad de Educación, Universidad Complutense de Madrid, c/ Rector Royo Villanova s/n, 28040 – Madrid, Spain. [email protected], [email protected] Received: 30 September 2018 Revised: 12 February 2019 DOI: 10.1564/tme_v27.3.03 Many mathematics educators are not aware of a strong 2. KAREL THE ROBOT connection that exists between the education of computer programming and mathematics. The reason may be that they Karel the Robot is a widely used educational have not been exposed to computer programming. This programming language which was introduced by Richard E. connection is worth exploring, given the current trends of Pattis in his 1981 textbook Karel the Robot: A Gentle automation and Industry 4.0. Therefore, in this paper we Introduction to the Art of Computer Programming (Pattis, take a closer look at the Common Core's eight Mathematical 1995). Let us note that Karel the Robot constitutes an Practice Standards. We show how each one of them can be environment related to Turtle Geometry (Abbelson and reinforced through computer programming. The following diSessa, 1981), but is not yet another implementation, as will discussion is virtually independent of the choice of a be detailed below. -
Mathematical Modeling with Technology PURNIMA RAI
International Journal of Innovative Research in Computer Science & Technology (IJIRCST) ISSN: 2347-5552, Volume-3, Issue-2, March 2015 Mathematical Modeling with Technology PURNIMA RAI Abstract— Mathematics is very important for an Computer Algebraic System (CAS) increasing number of technical jobs in a quantitative A Computer Algebra system is a type of software package world. Over recent years technology has progressed to that is used in manipulation of mathematical formulae. The the point where many computer algebraic systems primary goal of a Computer Algebra system is to automate (CAS) are widely available. These technologies can tedious and sometimes difficult algebraic manipulation perform a wide variety of algebraic tasks. Computer Algebra systems often include facilities for manipulations.Computer algebra systems (CAS) have graphing equations and provide a programming language become powerful and flexible tools to support a variety for the user to define their own procedures. Computer of mathematical activities. This includes learning and Algebra systems have not only changed how mathematics is teaching, research and assessment. MATLAB, an taught at many universities, but have provided a flexible acronym for “Matrix Laboratory”, is the most tool for mathematicians worldwide. Examples of popular extensively used mathematical software in the general systems include Maple, Mathematica, and MathCAD. sciences. MATLAB is an interactive system for Computer Algebra systems can be used to simplify rational numerical computation and a programmable system. functions, factor polynomials, find the solutions to a system This paper attempts to investigate the impact of of equation, and various other manipulations. In Calculus, integrating mathematical modeling and applications on they can be used to find the limit of, symbolically integrate, higher level mathematics in India. -
Addition and Subtraction
A Addition and Subtraction SUMMARY (475– 221 BCE), when arithmetic operations were per- formed by manipulating rods on a flat surface that was Addition and subtraction can be thought of as a pro- partitioned by vertical and horizontal lines. The num- cess of accumulation. For example, if a flock of 3 sheep bers were represented by a positional base- 10 system. is joined with a flock of 4 sheep, the combined flock Some scholars believe that this system— after moving will have 7 sheep. Thus, 7 is the sum that results from westward through India and the Islamic Empire— the addition of the numbers 3 and 4. This can be writ- became the modern system of representing numbers. ten as 3 + 4 = 7 where the sign “+” is read “plus” and The Greeks in the fifth century BCE, in addition the sign “=” is read “equals.” Both 3 and 4 are called to using a complex ciphered system for representing addends. Addition is commutative; that is, the order numbers, used a system that is very similar to Roman of the addends is irrelevant to how the sum is formed. numerals. It is possible that the Greeks performed Subtraction finds the remainder after a quantity is arithmetic operations by manipulating small stones diminished by a certain amount. If from a flock con- on a large, flat surface partitioned by lines. A simi- taining 5 sheep, 3 sheep are removed, then 2 sheep lar stone tablet was found on the island of Salamis remain. In this example, 5 is the minuend, 3 is the in the 1800s and is believed to date from the fourth subtrahend, and 2 is the remainder or difference. -
A Simplified Introduction to Virus Propagation Using Maple's Turtle Graphics Package
E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package A simplified introduction to virus propagation using Maple's Turtle Graphics package Eugenio Roanes-Lozano Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas Facultad de Educación, Universidad Complutense de Madrid, Spain Carmen Solano-Macías Departamento de Información y Comunicación Facultad de CC. de la Documentación y Comunicación, Universidad de Extremadura, Spain Eugenio Roanes-Macías Departamento de Álgebra, Universidad Complutense de Madrid, Spain [email protected] ; [email protected] ; [email protected] Partially funded by the research project PGC2018-096509-B-100 (Government of Spain) 1 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package 1. INTRODUCTION: TURTLE GEOMETRY AND LOGO • Logo language: developed at the end of the ‘60s • Characterized by the use of Turtle Geometry (a.k.a. as Turtle Graphics). • Oriented to introduce kids to programming (Papert, 1980). • Basic movements of the turtle (graphic cursor): FD, BK RT, LT. • It is not based on a Cartesian Coordinate system. 2 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • Initially robots were used to plot the trail of the turtle. http://cyberneticzoo.com/cyberneticanimals/1969-the-logo-turtle-seymour-papert-marvin-minsky-et-al-american/ 3 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • IBM Logo / LCSI Logo (’80) 4 E. -
Ipad Educational Apps This List of Apps Was Compiled by the Following Individuals on Behalf of Innovative Educator Consulting: Naomi Harm Jenna Linskens Tim Nielsen
iPad Educational Apps This list of apps was compiled by the following individuals on behalf of Innovative Educator Consulting: Naomi Harm Jenna Linskens Tim Nielsen INNOVATIVE 295 South Marina Drive Brownsville, MN 55919 Home: (507) 750-0506 Cell: (608) 386-2018 EDUCATOR Email: [email protected] Website: http://naomiharm.org CONSULTING Inspired Technology Leadership to Transform Teaching & Learning CONTENTS Art ............................................................................................................... 3 Creativity and Digital Production ................................................................. 5 eBook Applications .................................................................................... 13 Foreign Language ....................................................................................... 22 Music ........................................................................................................ 25 PE / Health ................................................................................................ 27 Special Needs ............................................................................................ 29 STEM - General .......................................................................................... 47 STEM - Science ........................................................................................... 48 STEM - Technology ..................................................................................... 51 STEM - Engineering ................................................................................... -
Using Xcas in Calculus Curricula: a Plan of Lectures and Laboratory Projects
Computational and Applied Mathematics Journal 2015; 1(3): 131-138 Published online April 30, 2015 (http://www.aascit.org/journal/camj) Using Xcas in Calculus Curricula: a Plan of Lectures and Laboratory Projects George E. Halkos, Kyriaki D. Tsilika Laboratory of Operations Research, Department of Economics, University of Thessaly, Volos, Greece Email address [email protected] (K. D. Tsilika) Citation George E. Halkos, Kyriaki D. Tsilika. Using Xcas in Calculus Curricula: a Plan of Lectures and Keywords Laboratory Projects. Computational and Applied Mathematics Journal. Symbolic Computations, Vol. 1, No. 3, 2015, pp. 131-138. Computer-Based Education, Abstract Xcas Computer Software We introduce a topic in the intersection of symbolic mathematics and computation, concerning topics in multivariable Optimization and Dynamic Analysis. Our computational approach gives emphasis to mathematical methodology and aims at both symbolic and numerical results as implemented by a powerful digital mathematical tool, CAS software Received: March 31, 2015 Xcas. This work could be used as guidance to develop course contents in advanced Revised: April 20, 2015 calculus curricula, to conduct individual or collaborative projects for programming related Accepted: April 21, 2015 objectives, as Xcas is freely available to users and institutions. Furthermore, it could assist educators to reproduce calculus methodologies by generating automatically, in one entry, abstract calculus formulations. 1. Introduction Educational institutions are equipped with computer labs while modern teaching methods give emphasis in computer based learning, with curricula that include courses supported by the appropriate computer software. It has also been established that, software tools integrate successfully into Mathematics education and are considered essential in teaching Geometry, Statistics or Calculus (see indicatively [1], [2]).