State of Affairs in Korea: How a variety of technology is suggested in high school math textbooks
Choi Youngran
choiyr25@gmail.com
Korea National University of Education
Korea (South)
The Korean National 7th Revised Curriculum has been applied to the primary and secondary schools, by stages, since 2009. This focus on designing a teaching and learning method to improve students'' problem solving ability as well as mathematical thinking power in daily life by investigating various technologiesExcel, GSP, CAS, and so forth suggested in high school math textbooks in Korea.
What is a RED Rose Theorem with the proof?
Hirotaka Ebisui
hirotaka.ebisui@clear.ocn.ne.jp
Oval Research Center
Japan
This theorem is defined as 2 collinearlinepairs by given 8 points on a circle against 6 points as projective geometry. So, this is analyzed as a theorem on New Geometry. It's proof is found at 12th on this April, this theorem was found on 7th august in 2006. The proof is explanation using some figures which show that two each Pascal line constructed by 4 points among the 8 points pass through 2 points each fixed by 6 points as a Brianchon's theorem. We can show the figures when presenting talks will be done or as an appendix of this abstract (send via another root if given). Anyway, A RED Rose theorem is proved using classical both Pascal and Brianchon's theorems.
Program Development for set problem solving to Use Excel
Hyang Im Kang
hikang2002@hanmail.net
Korea national University of Education
Korea (South)
It is known that the set theory section is very important in school mathematics. The set theory section has been put in the first unit of middle school mathematics textbooks now. Also, the concept which is learned is being used in pattern and function domain, letters and expressions domain, numbers and operation domain and figure domain. This can be an example to show the importance of set. But the content of the set theory section is dealt exactly and abstractly and middle school students are in difficulties about solving mathematics problems in set. This study wants to improve middle school student’s problem solving ability in the set theory section. The program to use Excel was developed to help student solve the problem by providing situation of changing the universal set, union, intersection, relative complement and complement number according to adding the element to each area of Vendiagram.
Inculcating Higher Order Thinking Among High School Students  A Graphing Calculator Experience
JEYALETCHUMI MUTHIAH
ranjjhiini@yahoo.com
SMK TUNKU PUAN HABSAH; USM
Malaysia
It is an undeniable fact that technology is essential in teaching and learning of mathematics, simply because it influences the mathematics that is being taught and enhances student learning. One has to accept, whether one like it or not that technology is here to stay and will make an impact on mathematics education. Now it is up to the educators to figure out the best possible ways to implement the technology so that it will make further impact in the near future. The purpose of this study was to incorporate graphing calculator in the teaching and learning practice and eventually into the assessment. The important points highlighted are, manual calculation is very time consuming and tedious and uses approximated values from the statistical table. Thus graphing calculator should be allowed to do this routine calculation (procedural skills) so that the focus of the question is to ensure a student interprets, analyzes and give reasons, evaluate the solution obtained critically and make the right decision (conceptual understanding) with the help of graphing calculator as a thinking tool. The aim of mathematics at a High School level should be on higher cognitive levels of thinking (analyzing, synthesizing and evaluating). Thus, a study was done after incorporating graphing calculator into the teaching of Additional Mathematics classroom. 31 female students of 17 years old with average ability in solving mathematical questions were selected. They were given project questions based on real life data to work with. It is emphasized here, that this study is not trying to do away with the analytical method (traditional method) and replace with graphing calculator utility. But, rather explore the possibilities of introducing graphing calculator into the present assessment process. It rationalizes how questions can be modified for a new situation and enhances conceptual understanding with reasonably higher order thinking skills if graphing calculator is incorporated in the teaching and learning. However, it is important to mention here that graphing calculators or any other technology for matter cannot replace the human mind, but it should rather be viewed as a powerful tool that helps to solve mathematical problems and not as a tool that solve problem. Therefore, students were exposed on how and what need to be written down to support their thinking. “The way mathematics is assessed can change the way mathematics is being taught and the way mathematics is being taught can change the way of assessment”. This means if any concept was taught with technology, it should also be assessed with technology.
Creating an exciting and stimulating learning experience for low achievers in Mathematics class using the Graphing Calculator
sharifah zorina syed mustapha
sharifahzorina@yahoo.com
sek men keb bukit gambir
Malaysia
The new generation student (which includes the low achievers ) has been exposed to digital media at early age which includes video games, cell phones, digital cameras instant messaging and many more. Therefore students naturally crave for exciting and stimulating activities in Mathematics lesson. These activities will activate more of the brain region than just the the rote learning. In doing so students level of confidence will arise especially when dealing with the 'dry and frightening' numbers or data. It also helps 'low achievers' to sustain the level of attention. By using Graphing Calculator, discussion on the best class interval has aroused excitement among the 'low achievers'.
Computerized MDRTB Tests Diagnosis
Hira Manzoor  Adnan Khan  Sultan Sial  et al.
hira.manzoor@gmail.com
Lahore University of Management Sciences (LUMS); Department of Mathematics; Lahore University of Management Sciences (LUMS); Department of Biology; Lahore University of Management Sciences (LUMS); Department of Pathology; Shaukat Khanum Memorial Cancer Hospital and Research Centre
Pakistan
Tuberculosis (TB) is a deadly infectious disease killing millions of people each year. A TB patient resistant to two of the first line treatment drugs given for TB (Rifampicin and Isoniazid) has Multidrug Resistant Tuberculosis (MDRTB). Early detection of MDRTB is necessary to halt rapid progress of the disease. SKMCH&RC uses HAIN Lifescience’s GenoType® MTBDRplus tests to detect MDRTB in patients. At present, the results of these tests are analyzed by technicians. This makes them highly prone to human error. Digital imaging techniques have been extensively used in the past to computerize the processing of such tests but the available software is expensive and not custom built for each test. For developing countries like Pakistan, these kinds of software are thus inaccessible to the general population. We have used image analysis techniques to develop a low cost software. The software electronically reads MDRTB strips and analyzes them. This has resulted in increased accuracy due to elimination of human error. Efficiency has also increased due to vast improvement in result processing times. We have then validated the software by conducting an ROC curve analysis on a statistically significant number of test strips.
Enhancing Mathematics Explorations with Technology
ShiPui Kwan  KinKeung Poon
spkwan@ied.edu.hk
The Hong Kong Institute of Education Hong Kong SAR (China)
We are colleagues doing teacher education in Hong Kong. At present we are team teaching two classes of preservice primary mathematics teachers on a module ¡¥Mathematics Explorations with Technology¡¦ offered by our Institute. Just like the curriculum of most countries the two major areas covered by our primary mathematics curriculum are shape and space and numbers and the basic operations. Our module focuses on algebraic and dynamic geometry software with their applications for enhancing explorations in primary mathematics. With the rapid advancement of information technology and fast development of software, our course is shifting from the introduction and usage of mathematics software such as Geometer Sketchpad and Maple to freeware like C.a.R. and GeoGebra in dealing with Geometry and Microsoft Excel (an Office spreadsheet tool owed by all our students) in managing Numeracy and Charting problems. In this poster section we would like to share our experience in implementing our module with the illustration of project works designed by our students in the recent years. And we are most grateful to receive comments and feedbacks from educators in other parts of our world.
