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(2018) Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer.
Many problems related to the real world admit a mathematical description (i.e., a mathematical model) based on what is studied at school. Solving the mathematical model, however, often requires a higher level of mathematics, and this is the reason for not including such problems in the curriculum. We present several problems of this kind and propose solutions to their mathematical models by means of widely available dynamic mathematics software (DMS) systems. For some of the problems, it is possible to directly use the in-built functionalities of the DMS and to construct a computer representation of the problem that allows exploring the situation and obtaining a solution without developing a mathematical model first. Using DMS in this way can broaden the applicability of school mathematics and increase its appeal. The ability of students to solve problems with the help of DMS has been tested by means of two types of competitions.
Publication details
DOI: 10.1007/978-3-319-72170-5_17
Full citation:
Kenderov, P. S. (2018)., Powering knowledge versus pouring facts, in G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (eds.), Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer, pp. 289-306.
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