Most programs are expensive to buy/license, and most have limitations.
For a recent Maths assignment I needed to create example questions and solutions for a range of ideas. I could not do it by hand.
This is an example of what I created:
This simple diagram too me at least 20 minutes to create in two different programs (Geogebra and OmniGraffle) and then paste into my word document.
It was immensely satisfying to see the finished product of my struggles, but it made me wonder about the role of technology for communication in mathematics.
Sharing ideas online is a great way for students to learn collaboratively, to express their ideas. But if it is really cumbersome or complicated or frustrating to do so will students do it?
Teaching mathematical literacy should include teaching students how to create mathematical symbols, graphs and diagrams on computers. But how am I meant to do it as I struggle with it myself?
There is an advantage to learning it as I teach it; my understanding of the steps students are taking towards understanding are much clearer to me, the frustrations and the successes.
But I hope I don't have to do an assignment like that again any time soon.
Hi Eleanor! I've struggled with this too. At the school I was at last semester I had to write a test and they gave me copies of Mathtype and Efofex which were invaluable! Especially since I had to write a networks test - I tried it in Geogebra first but it was much simpler doing it inline with Efofex. I think it's something that comes up again and again when discussing ICT in maths education - do were try to make maths less handwriting-based or do we try to make the software mimic handwriting...? Neither really feels like a proper 'win'.
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