This book constitutes refereed proceedings of the 4th Maple Conference, MC 2020, held in Waterloo, Ontario, Canada, in November 2020. The 25 revised full papers and 3 short papers were carefully reviewed and selected out of 75 submissions, one invited paper is also presented in the volume. The papers included in this book cover topics in education, algorithms, and applciations of the mathematical software Maple.

This book constitutes the refereed proceedings of the third Maple Conference, MC 2019, held in Waterloo, Ontario, Canada, in October 2019. The 21 revised full papers and 9 short papers were carefully reviewed and selected out of 37 submissions, one invited paper is also presented in the volume. The papers included in this book cover topics in education, algorithms, and applciations of the mathematical software Maple.

"This book provides insights into initiatives that enhance student learning and contribute to improving the quality of undergraduate STEM education"--Provided by publisher.

This book builds on current and emerging research in distance learning, e-learning and blended learning. Specifically, it tests the boundaries of what is known by examining and discussing recent research and development in teaching and learning based on these modalities, with a focus on lifelong mathematics learning and teaching. The book is organized in four sections: The first section focuses on the incorporation of new technologies into mathematics classrooms through the construction or use of digital teaching and learning platforms. The second section presents a wide range of perspectives on the study and implementation of different tutoring systems and/or computer assisted math instruction. The third section presents four new innovations in mathematics learning and/or mathematics teacher education that involve the development of novel interfaces’ for communicating mathematical ideas and analyzing student thinking and student work. Finally, the fourth section presents the latest work on the construction and implementation of new MOOCs and rich media platforms developed to carry out specialized mathematics teacher education.

Developments in both computer hardware and Perhaps the greatest impact has been felt by the software over the decades have fundamentally education community. Today, it is nearly changed the way people solve problems. impossible to find a college or university that has Technical professionals have greatly benefited not introduced mathematical computation in from new tools and techniques that have allowed some form, into the curriculum. Students now them to be more efficient, accurate, and creative have regular access to the amount of in their work. computational power that were available to a very exclusive set of researchers five years ago. This Maple V and the new generation of mathematical has produced tremendous pedagogical computation systems have the potential of challenges and opportunities. having the same kind of revolutionary impact as high-level general purpose programming Comparisons to the calculator revolution of the languages (e.g. FORTRAN, BASIC, C), 70's are inescapable. Calculators have application software (e.g. spreadsheets, extended the average person's ability to solve Computer Aided Design - CAD), and even common problems more efficiently, and calculators have had. Maple V has amplified our arguably, in better ways. Today, one needs at mathematical abilities: we can solve more least a calculator to deal with standard problems problems more accurately, and more often. In in life -budgets, mortgages, gas mileage, etc. specific disciplines, this amplification has taken For business people or professionals, the excitingly different forms.

Volume 3 of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching and learning mathematics at the post-secondary level. This volume contains information on methodology and research concentrating on these areas of student learning: Problem Solving; Understanding Concepts; and Understanding Proofs.

Book Description The book represents a library of well-designed software, which well supplements the already available Maple software with the orientation towards the widest circle of the Maple users, greatly enhancing its usability and effectiveness. The current library version contains tools (more than 570 procedures and program modules) that are oriented onto wide enough spheres of computing and information processing. The library is structurally similar to the main Maple library and is supplied with the advanced Help system about the tools located in it. In addition, the library is logically connected with the main Maple library, providing access to the tools contained in it similarly to the package tools. The library will be of special interest above all to those who use Maple of releases 6 - 9.5 not only as a highly intellectual calculator but also as environment for programming of different problems in own professional activities. The represented source codes of the library tools, using both the effective and the non-standard technique, can serve as an useful enough practical programming guide on the Maple language. Author Biography Professor Aladjev V. was born on June 14, 1942 in the town Grodno (Byelorussia). Now, he is the First vice-president of the International Academy of Noosphere and the president of Tallinn Research Group, whose scientific results have received international recognition, first, in the field of mathematical theory of Cellular Automata (CA). He is member of a series of Russian and International Academies. Aladjev V. is the author of more than 300 scientific publications, including 60 books, published in many countries. He participates as a member of the organizing committee and/or a guest lecturer in many international scientific forums in mathematics and cybernetics. Category: NonFiction/Science/Mathematics/Mathematical & Statistical Software/Algebra

Computers have changed the ways that mathematics are taught and learned. Is your institution taking advantage of what today's technology offers? With contributions from researchers and practitioners alike, Using Information Technology in Mathematics Education explores the impact of the computer on the curriculum, the teaching and learning of mathematics, and the professional development of teachers, both pre-service and in-service. As editor James Tooke states: “The connection between mathematics and the computer is obvious. Elementary notions of mathematics gave rise to the computer; advanced notions gave it a more powerful state. As the computer advanced, it expanded mathematics, allowing the creation of further branches of the field; for instance, fractal geometry had no reality until the advent of high-speed computers.” In its look at the relationship between mathematics, the computer, and mathematics education, Using Information Technology in Mathematics Education: addresses the computer as a vehicle for teaching calculus at Texas A&M includes reports from several programs that have utilized the computer when teaching mathematics at lower levels of content than calculus such as intermediate algebra and geometry examines the computer's role in student learning probability discusses the use of computers in the professional development of teachers explores ways to use computers to reduce mathematics anxiety Using Information Technology in Mathematics Education examines the history and impact of computers in mathematics and mathematics education--from the early, crude computer-assisted instruction efforts through LOGO software for elementary schools, through MAPLE for the university, to the Web-based calculus courses now being offered by outstanding universities. Use it to facilitate learning and teacher growth in your institution!

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and s.