ONE DAY SEMINAR ON E-LEARNING: COMPUTER ALGEBRA SYSTEMS IN PROFESSIONAL STUDIES

REPORT

ONE DAY

SEMINAR

ON

E-LEARNING: COMPUTER ALGEBRA SYSTEMS IN PROFESSIONAL STUDIES

Organized by

LUCKNOW PUBLIC COLLEGE OF PROFESSIONAL STUDIES (LPCPS)

(Affiliated to University of Lucknow, Lucknow, U.P., India)

Vinamra Khand, (Near Kathauta Lake) Gomti Nagar, Lucknow

Date: August 31, 2024 Time: 01:00 PM onwards

 

Introduction

This One Day Seminar on “E-Learning: Computer Algebra Systems in Professional Studies” is designed to provide educators, professionals, and technologists with a comprehensive understanding of how Computer Algebra Systems (CAS) can enhance e-learning environments, particularly within professional studies. This seminar will delve into the integration of CAS into curricula and the innovative applications of these tools to facilitate complex problem-solving and analytical tasks. This Seminar aims to explore the capabilities of Computer Algebra Systems and their applications in various professional fields.

 

INVITED SPEAKER

 

Mr. Paritosh Kumar Shukla

Scientific Officer R

Raja Ramanna Centre for advanced Technology

Department of Atomic Energy, Indore

Mr. Paritosh Kumar Shukla told that It has been understood that there is no significant statistical difference between the control group's and the experimental group's mathematics report grades mean and pretest scores mean before the implementation. Considering these results, it can be said that participants in the control group and the experimental group have equal readiness levels before the implementation. This result is a preferred situation for a sound research. It is understood from the research that, according to the results of the Mann-Whitney U-test, which has been applied to the posttest scores, the academic achievements of the experimental group students is statistically different at significant levels and higher than the academic achievements of the control group students. Here from, it is seen that the groups, whose lessons have been carried out through CASs with CAMI method at high levels, such as “transformation” by using the ICTs, are more successful than the groups, whose lessons have been carried out by using traditional teaching method at basic levels, such as “replacement” by using the ICTs. Besides, it is understood that the CAMI activities which have been carried out through CASs have a strong effect (Cohen, 1992)in the occurrence of the difference between the groups when the effect size is considered.

 

He told that Teachers can be provided training about CAMI and CASs, such as Mathematica, so they can benefit from ICTs by achieving the technology integration at high levels in their lessons. In lessons, the worksheets and dynamic materials used have a great importance in achieving the CAMI in which the technology integration is achieved at a high level. For this reason, the teachers or the researchers have to design the worksheets and the dynamic materials in question finely before they begin the activities about CAMI. It can be said that one of the main differences which separates CAMI from the traditional teaching methods is that students make individual inferences by interacting with computers. That interaction is usually achieved with dynamic materials. Students can be provided training about CASs such as mathematics to level up their interactions with computers.

                         

Thus, students can not only use the dynamic materials that are presented for them, but also they can form their own computer programs about mathematical structures. Again, teachers can give their students homework in a way they can benefit from CASs differently by this means. Likewise, by enabling students to use CASs at higher levels, it can be achieved to use CASs at the assessment and measurement phase, too.

 

 In order to make the effects of CAMI activities through CASs more understandable, new studies, in which different subjects of mathematics and geometry are approached, can be done. By means of these studies in question, the teachers who want to use CAMI in their lessons can be ensured to have opinions about which subject and at what levels they can achieve a technology integration, the positive and negative sides of the process and the effects of CAMI on the students' achievements.