Indian Science Cruiser, Vol. 27, No.

1, January 2013

Computer and Mathematics Teaching

N. C. Ghosh* A B S T R A C T Computer is one of the most remarkable developments in the history of mankind. The quest for a teaching machine has led to discover of various modes of the Computer Assisted Instruction (CAI) as well as varied uses of computer networking for educational purposes. Here authors attempt to deal with this aspect of the usage of computers for mathematics teaching stating background of the development of computer. Introduction : Invention to set fire, wheel was the cause of development of humankind. Most outstanding and rapidly evolving development of mankind is undoubtedly the Computer the outcome of mans search for a fast and accurate device that could be used to make detailed mathematical calculations. The use of fingers and toes by early man, Lebombo bone by the people of Swaziland on approximately 34000 B.C., Iahango bone by the people of north-eastern Congo, pebbles by the Egyptians and Abacus used by the Babylonians in about 2200 B.C. are ancestors of the modern Computer. The other major stepping stones were, the use of principles of logarithms in 1614 AD by Naier and the Logtable by Briggs in 1624. This was the time when different mechanical calculating devices were been designed like the adding machine by Blaise Pascal in 1647, multiplication and division machine by Liebnitz in 1673. Charles Babbage and Lady Ada Lovelace designed the Difference Engine and Analytical Engine. In 1890 Herman Hollerith designed the census machine and started the Tabulating Machine Company which later merged with some other companies to form International Business Machine Corporation (IBM). According to preprogrammed instructions Mark -1 Computer, the first machine had designed by Howard Aiken, could automatically perform without manual interference was demonstrated at the Harvard University, U.S.A. in early 1943. Aikens machine took 0.3 of a second for addition of two numbers up to 23 digits and for multiplication it required 4.5 seconds. In February 1946, the first Electronic Numerical Integrator and Calculator (ENIAC) was dedicated by a team led by Professor Eckert and Professor Mauchley of University of Pennsylvania. Very high speed vacuum tube switching devices was used in ENIAC. This first fastest available machine generated huge tremendous heat. The Electronic Discrete Variable Automatic Computer (EDVAC) used acoustic delay lines were followed by the Electronic Delay Storage Automatic Calculator (EDSAC) the first computer capable of storing data and instructions. In 1950 Universal Automatic Computer (UNIVAC -1) the first commercially available computer developed by Sperry Rand. Vacuum tubes were used in all these machines are called First Generation of Computers. The Second Generation of Computers (1959 1964) made use of transistors, which were smaller than valve to perform same task with high speed and increased capacity. In 1964, the invention of Integrated Circuit Chips marked the onset of the Third Generation of Computers (1964 -1970). In second generation computer the basic component was a discrete of separate individual entity so the thousands of separate components had to be hand assembled into functioning circuits. In third generation computer the basic component was a discrete of separate individual entity so the thousands of separate components
*Dr. Narayan Ch Ghosh is Professor in Mathematics having thirty seven years teaching and research experience in India and abroad. Email : ghoshnc@rediffmail.com, Mobile : 9831100325, 03326803563 1

had to be hand assembled into functioning circuits. In third generation computer the basic component was a discrete of separate individual entity so the thousands of separate components had to be hand assembled into functioning circuits. In third generation compute the functions of a number of transistors were put together on a single chip of silicon, as a result less space and power were required. Since then world wide a phenomenal growth in computer industry has recorded. At first only about 10 components could be integrated in Small Scale Integration or SSI. Later when the technique of ICs improved combination up to a 100 components was possible in Medium Scale Integration or MSI. In Fourth Generation Computers (1970 1977) the entire CPU on a single chip, commonly known as the microprocessor, that make use of the Large Scale Integration or LSI and the Very Large Scale Integration or VLSI technology where tens of thousands of transistors on a single chip, barely 1 sq. cm in size. This has made desktop, laptop, computer note-book etc. a reality. High speed VLSIs are being made use of for Artificial intelligence (AI). When influence of the development of computer technology is wide spread, its influence in education is obvious. Computer in Education : It is common knowledge that under conditions of technical progress many generations of technology succeed on another within the lifespan of one generation of people. The scientific and technological revolution (STR) is working drastic changes not only in science and technology- it is also affecting the very form and content of human labour, production process etc. As a result, the mastering of new technology and innovations takes much less time. For instance, it took man 80 years to master the steam engine, 20 years, the automobile and 3 years, the transistor. But today generations of computer technology are changing by every 3-5 years. This confronts society with the main problem : how to correlate the intrinsically inert process of occupational training with the rapidly changing external conditions. So it is urgent to find new forms, methods and means of higher and specialized secondary education as every one knows good performance of the educational system is vital for economic, social and cultural development and for further acceleration of scientific and technical progress. The dramatic growth of scientific, technological and other information poses a problem of teaching process intensification. Many countries are trying to solve it by means of modern computer-aided instruction (CAI) systems. The first pioneering attempt in computer assisted instruction was done some time in the early sixties of last century, when a product called Program Logic for Automatic Operations (PLATO) was developed in Minnesota as a method of teaching specific skills through drill and practice. Positive reinforcement found to be particularly good for slow learners. In the year second landmark was done with the development of tutorials in arithmetic by Patrick Suppes of Stanford University. This was a Drill and Practice program in elementary mathematics. PLATO III and PLATO IV were simulations that enabled the students to feel the experience as though they were real. Nevertheless it was only after the advent of low cost microcomputers in 1970 that CAI finally acquired potential for mass dissemination of knowledge as PCs became more affordable. Besides data analysis and word processing there is a third area, communication, where computers may be used by computer networking. Working with the terminal of a computer a student learns mathematics and other subjects. Each student may consult his tutor an on-line tutorial. His homework efficiency increases thereby 2-3 folds over the conventional methods. Student can consult e-books, Different websites etc. Thus learning quality and motivation of a student improve as well. Slogan The machine makes mans work easier is true for education technology also, though it is true that man shall never be slave of machine. A unified computer technology of instruction (CTI) is being designed for all levels of education. It is an attempt to unite the efforts of teachers, psychologists, physiologists, programmers
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and system engineers to develop the technology of design and multiplication of respective software intended for boosting cognitive activity of students at all levels. Many Software of Computer-Aided Instructions have been developed. A family of special standard software tools has emerged in the form of computer-aided instruction Systems (CAIS) that make it possible to set up tutorials and control the students cognitive activity in the process of learning. These tools include : i. AOS-VUZ application package run on the unified computer system (ES) hardware. ii. AOS-VUZ/PRIMUS an integrated system combining the advantages of the AOS-VUZ package with those of the PRIMUS multiuser system, designated for multi-access systems on the basis of ES computer equipped with display terminals. iii. AOS-VUZ/OSCAR a system relying on ES hardware and basic ES software. iv. AOS-VUZ/FOCUS one of the versions of AOSVUZ linked to the FOCUS multiuser interactive system. v. AOS-VUZ/SM a host interactive system of CAI based on SM hardware. vi. AOS-VUZ/OKA a system combining the possibilities of CAI and those of data-based management. vii. AOS-VUZ/MICRO an AOS-VUZ version on DVK microcomputers. Besides these many other Software of Computer-Aided Instructions have been developed by educators, computer scientists. But the fundamentals of computer-aided instruction Systems (CAIS) are almost same for other systems. Computer-aided instruction (CAI) develops on the basis of two principal sources : programmed instruction and computerized instruction. The use of Computer-aided instruction Systems (CAIS) directly in learning relies on the following computer functions : i.Control of learning activities; ii. Storage and output of the teaching matters; iii. Simulation of laboratory experiments, phenomena, situations, regularities etc.; iv. Analysis of the students statements and answers; v. Registration, storage and processing of the results of the students learning activity. Combined effectuation of the above functions is essential for developing of CAIS. Control of learning activity in CAIS calls for a two-way information exchange, or a dialogue. This is not to say that computers should be used here and there in the teaching process. Their employment is only warranted where all the participants in the teaching process stand to gain. Student should use computer-assisted laboratory practice to find a proper mode of computation, develop a programme and, with the aid of computer, obtain a numerical result, which is then verified according to a special programme. The work will continue only if a correct result has been obtained. The answers may be checked through modeling. In some cases the students knowledge of problem, theoretical matters, is tested before they are admitted to laboratory practice. Computerization becomes necessary when conventional methods do not provide for a proper level of teaching. Computerization becomes possible when function performed by man may be adequately formalized and reproduced by technical facilities on condition that the quality standards are observed. Computerization becomes expedient if it shows better teaching, methodic and economic efficiency compared with the conventional methods, or if it intended for supplementing or modernizing the latter. Psychological and pedagogical backup of the computer technology of instruction and the psychophysiological state of the students working with computers are yet to be studied to a sufficient extent. From the experience till date proceeding from the present-day teaching process structure, one may identify three criteria for computerization efficiency and those are a. necessity, b. possibility and c. expediency. Computer for Mathematics Education : Richard Courant and Herbert Robbins raised the question naming his book What is Mathematics. Is it Science ? Is it matter of Humanities ? or Both ? These
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were discussed by many mathematicians, philosophers and scientists. Here is no scope to discuss these questions except to say what ever it may be fundamental aspects of mathematics is logic. Logical relationship of symbols is back bone of mathematics. Here is the basic relationship of Computer language and mathematical language. Algorithms of computer language are the rational thinking which become strengthen with strong mathematical foundation. On the other hand deeper conceptions of Computer language help to built problem solving attitude for mathematical problems. Doing mathematics with pen and paper has no visualization effect which in many cases create problem for learner to follow. Computer aided instruction for solving problem in mathematics not only time saving, but also can create visualization effect which make mathematics learning joyful and easier. Secondary students used to do problems HCM or LCF chapters. But very few of them understand what actually they doing. They used to do such problems mechanically. But computer with visualization effect can created an enthusiastic idea to understand HCM or LCF most effective way. Solving lots of problems on ellipsoid, hyperboloid or problems of Fibonacci Series student do not understand what they are actually doing. In computer if those students able to see picture of ellipsoid, hyperboloid it creates special effect on learners knowledge. Visualisation of Dedekind cut thus removes shortcomings, if any, to the learner. For effective learning Limits, infinite Geometrical Series, Periodic Decimals computer based teaching methodology is best. For Geometry teaching, particularly for Analytical Geometry, non-Euclidian geometry perhaps computer based teaching is best. Solving some problems with pen and papers, some times, are cumbersome, laborious, lengthy computer helps to solve those simply, shortly and easily. For numerical solutions, particularly for nonlinear differential equations one has to depend on computer. Logical basis of computer language generates some mathematical logics in learners mind to understand many abstract mathematical concepts. Thus computer, a modern tool of learning, is now an essential part of mathematics education. Computer-aided instruction systems (CAIS) for mathematics teaching have already been developed and it is in process of continuous development to cop up changing scenario. Mathematics educator has to upgrade his/her knowledge with changed techniques of teaching to cater social need. Mathematics educator need to implement idea for establishing Mathematics Laboratory in each institution for giving visualization effect in Mathematics teaching. Let learner to see mathematics when he is doing it with pen and paper to learn mathematics with joy. Computer now a component with other materials/instruments in Mathematics Laboratory where student will play with mathematics, see mathematics and will be delighted to understand mathematical ideas. Conclusion : Great mathematician Hardy in his book Apology of a Mathematician wrote I have never done anything useful in my life. It was his urge to make mathematics useful. In view the changing demand at national and international level India needs to change its education system of which significant changes are necessary in Teaching and Learning system. Advent of new technologies outdating the old ones at progressively shorter span of time, as a result the workforce required to update with new knowledge in several times. Advancement in communication technology has opened up the access rapidly, breaking down the physical boundaries, therefore today continuous changes in education technology is an urgent phenomena. Pedagogy is to search way for making learning useful; even if it is most complex and with the progress of civilization solving many complex things men entering more and more complex situation need to face situation effective way. In changed scenario many mathematical problems may not solvable easily for which men have to depend on faster computer. Realising this Zadeh, father of
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Fuzzy Set, wrote : As the complexity of a system increases, our ability to make precise and yet significant statements about its behavior diminishes until a threshold is reached beyond which precision and significance (or relevance) become almost mutually exclusive characteristics. In the globalised world when Education Technology is getting more and more importance India should develop its methodology coupling with prevailing techniques; particularly for mathematics teaching. References 1. A. Savelyev and V. Venda (1989) : Higher Education and Computerisation. Progress Publishers, Moscow. 2. Donald. H. Sanders (!998) : Computer Today, McGraw Hill International Edn. 3. Meenakshi Sinh and Asha Pandey (2004) : Computers in Education Then and Now. Everymens Science. Vol. XXXVIII, No. 5. 4. Naskar, S. K., Ghosal, S. & Bose, D. (2012) : Factors Affecting the Effectiveness of Technical Institutions. Indian Science Cruiser. Vol. 26, No. 3. 5. N. C. Ghosh (2011) : A New Look to Mathematics Education. J. Centre for Pedagogical Studies in Mathematics. No. 21. 6. Richard Courant and Herbert Robbins (2007) : What is Mathematics. 1st Indian Edn. Revised by Ian Stewaert. Oxford University Press, New Delhi. 7. Tony Mitchell and Marcin Paprzycki (1991) : Proceedings of the 2nd Annual South Central Small College Computing Conference. 8. V. F. Venda (1984 : Man/Computer Interaction and Problems of Cognitive Progress. Philosophical Questions of Engineering Knowledge. Moscow. (in Russian) 9. V. F. Venda (1986) : On the Laws of Mutual Adaptation in Man-Machine and Other Systems. Trends in Ergonomics/Human Factors 3, Elsevier Science Publishers B.V. North-Holland. 10.V. F. Venda (1986) : On Transformation Learning Theory. Behavioral Science. Vol. 31, No.1