Encouraging 'Learning by Discovery' Through Lab Activities Via Computer Algebra

Abstract

This paper describes a research study that examines the impact of integrating the use of computer algebra with activities in a mathematics lab. The study has been conducted in a senior secondary school in New Delhi that follows the curriculum prescribed by the CBSE (one of the central boards responsible for education in India). In the prescribed curriculum the emphasis is on developing ?y hand?skills and teaching with the help of technology is not a practice in the traditional classroom. However, at the school the author is in charge of a mathematics lab, which encourages ?earning by discovery?by engaging students in investigative activities, some of which integrate technology. This paper relates the experiences of the author in conducting such activities in the lab using Mathematica. The research focused on enabling the students to explore the problems via Mathematica, discover patterns, make conjectures and then generalize results through carefully designed lab modules. The subjects of this study were 25 students of year 11 and 25 students of year 12. In particular two modules are discussed. The first one deals with the famous Birthday Paradox (year 11) and the second with the Buffon? Needle Problem (year 12). A structured feedback from the students at the end of lab sessions revealed that Mathematica was instrumental in enabling them to obtain a deeper insight into the problem. It also revealed that students were comfortable with using Mathematica and were eager to explore other problems in a similar manner. This provided encouragement for larger scale integration of CAS into the activities of the mathematics lab.