Computer Tools in Education最新文献

{"title":"The Relationship of Goal-Setting in the Teaching of Mathematics with its Technological Support","authors":"S. Pozdnyakov","doi":"10.32603/2071-2340-2019-3-70-89","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-3-70-89","url":null,"abstract":"Technological support of teaching mathematics depends on what methodological and pedagogical goals are put for learning. Achieving or failing to achieve these goals is connected with the used type of feedback or in other words, the method of assessing the educational activities of students. In this work, two types of assessment are contrasted: a test form of knowledge testing (implemented by a system of mid-term and final exams) and a formative assessment (determined by the teacher’s informal reaction to the student’s productive activities and the way these activities are organized). It is shown that the first type of assessment corresponds to the consideration of the curriculum as a learning goal, the second — as a learning tool. In the first case, the purpose of training is the acquisition of specific knowledge and skills, and in the second, the mastery of the general mechanisms of educational activity inherent in a given subject area (mathematics). For the first goal, it is effective to use template tasks including generated exercises and simulators, for the second — to use various tools that support constructive and research activities. The article shows how “non-invasive monitoring” is used to achieve the second goal, when the teacher and the student are not on opposite sides of the academic barrier (the student answers — the teacher sets a mark), but on the same side and jointly perform actions to create conditions for the most effective mastery of the course material by each student. The basis of non-invasive monitoring is modeling the presentation of the results of this activities to the scientific community, including all intermediate stages of such activities. Instead of testing knowledge and issuing formal marks, feedback is used, various approaches and ways to solve the problem are discussed together, and monitoring is limited to students’ self-esteem, which is not necessarily communicated to the teacher. At the same time, the discussion process itself is open, and the teacher can always evaluate the problems of students, without turning them into an instrument of formal pressure on the student by third parties.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"406 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116688980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Students to Use the Gauss Method for Integer Matrices when Implemented on a Computer","authors":"T. Kosovskaya","doi":"10.32603/2071-2340-2019-3-90-95","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-3-90-95","url":null,"abstract":"The paper is written on the basis of a part of “Analysis of algorithms” course for students of the Computer science department of the Division of mathematics and mechanics of Saint Petersburg State University. The example of the computer implementation of the Gauss method illustrates the difference between the algebraic complexity (the number of arithmetic operations) of processing integers and the computational complexity which depends on the length of the input data. A formula which specifies the increase in the length of matrix coefficients, along with the implementation the Gauss method, is proved. The problems arising in the processing of large integers associated with “chopping” numbers are shown. To overcome the indicated problems, the possibility of using multi-valued integers is proposed. The upper bounds of the number of steps for processing the multivalued integers is shown to coincide with such bounds for a multi-tape Turing machine.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120908820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematical Modeling and Programming in Science Education","authors":"M. Weigend","doi":"10.32603/2071-2340-2019-2-55-64","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-2-55-64","url":null,"abstract":"Using mathematical models to represent aspects of physical reality is an essential activity in science and science education. This contribution discusses four approaches of using computer programming and mathematical models in classroom activities:1) Mathematical models, found in the textbook, are used as a basis for computer programs. Students, when creating useful interactive python programs calculating concentrations or pH-values, experience similar intellectual challenges as in solving traditional text book problems.2) Scratch-animations simulating physical or chemical systems simulation can be specifically designed to check the validity of given mathematical models.3) A computer-related challenge is to design a simulation (like gas diffusion in a closed system with two phases) that might be a basis for discovering a mathematical model (like Henry's law) or just an element of a mathematical model.4) Using sensor technology and a Raspberry Pi, students create a computer program that automatically visualizes the observed system behaviour (like changes in gas concentrations) in order to find a mathematical model.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114983731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Analysis of Approaches to Static Verification of Dynamic Memory","authors":"René Haberland","doi":"10.32603/2071-2340-2019-2-5-30","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-2-5-30","url":null,"abstract":"This review article provides an overview of recent approaches and techniques in specifying and verifying dynamic memory with class objects. Dynamic memory verification may be used in order to show, for instance, the absence of memory leaks or the validity of memory access.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133862917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State Transition Table of a Finite Automata: a Science Project for High School Students","authors":"B. Melnikov, M. Abramyan, E. Melnikova","doi":"10.32603/2071-2340-2019-2-87-107","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-2-87-107","url":null,"abstract":"Since the late 1960s, the problem of minimizing non-deterministic finite automata has been studied. In practical programs for large dimensions, obtaining an exact answer usually takes an unacceptably long time. In this regard, we are interested in, among others, heuristic algorithms for solving the problem, i.e. in algorithms that ``do not promise anything'', which, however, in practice in most cases, they give a solution that is close to optimal for an acceptable working time.The project proposed for schoolchildren is aimed at a partial solution of one of the auxiliary tasks arising in the mentioned optimization problem. To do this, we define in a special way the equivalence relation on the set of tables of a given size M x N filled with elements 0 and 1. Obtaining the number of nonequivalent tables of dimension 8 x 10 will be a serious step on the way to proving the fact that the example of the ``bad'' automaton described in 1970 (the so-called Waterloo automaton) is the minimal possible example, not having ``lesser'' analogues.To solve the problem, we first propose a bad algorithm, which consists in a simple enumeration of matrices. This algorithm works well on matrices of small dimensions, but, as usual in such situations, it works unacceptably long when moving to large dimensions. To reduce the operating time of the algorithm, we offer several heuristics, and present the results of the work of different versions of the program. The goal of the project is the creation of new heuristics, an even greater increase in the operating time of the program and, if possible, obtaining an answer (the number of tables) for the dimension 8 x 10.For the majority of variants of the algorithm described in the paper, we present the implementation in C# using the principles of the object-oriented programming. We assume that further work on the project will consist in further modification of the programs we have provided.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126124903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Possible Improvements of Modern Dynamic Geometry Software","authors":"D. Herceg, D. Radaković, M. Ivanović, D. Herceg","doi":"10.32603/2071-2340-2019-2-72-86","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-2-72-86","url":null,"abstract":"Contemporary education is starting to supersede the traditional one (teacher-to-student lessons) with technology-rich learning using various educational tools and a selection of materials that are effective, efficient and appealing to students. Dynamic Geometry Software (DGS) today is widely used in teaching and learning mathematical topics. Such kind of educational software can evolve in several ways, by either adding new features on the surface or by evolving the evaluation engine at its core. The implementation of a DGS needs to be straightforward and modular. To achieve the evolution of a DGS core we have developed a programming framework for the Dynamic Geometry Software, SLGeometry, with a genericized functional language and the corresponding expression evaluation engine. Engine acts as a framework into which specific semantics is embedded in the form of code, annotated with metadata. An ordinary expression tree evaluator is transformed into an object-oriented one by this framework. Whilst other DGS are based on purely functional expression evaluators, our solution has the advantages of being more general, maintainable, understandable, easy to implement, and providing a natural way of specifying object properties in the user interface, minimizing typing and syntax errors. The modular approach enables independent development of subject-specific components, which are easily added to the evaluation engine in the form of plug-ins. The object-oriented nature of the framework enables development of self-contained units, such as objects and visual elements which encapsulate domain-specific semantic and present it to the user as virtual placeholders for real-life objects and notions. In this paper we present several possible improvements of Dynamic Geometry Software, particularly having in mind the platform that we have implemented. Additionally we discuss benefits of these features and their influence on the users/students. The approach is tested on SLGeometry -- our DGS platform, developed in C# on the .NET Framework.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114887672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flexible Discrete Math offline Test Generator","authors":"Kurdubov Segei Leonidovich, Kurdubova Varvara Veniaminovna","doi":"10.32603/2071-2340-2019-2-65-71","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-2-65-71","url":null,"abstract":"","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117329463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of the model of fuzzy logic to evaluate the quality of data transfer in networks of the industrial internet of things","authors":"C. Mukeshimana","doi":"10.32603/2071-2340-2019-1-29-42","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-1-29-42","url":null,"abstract":"","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121745218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strong typing for event-driven microservice architecture","authors":"N. Gerasimov","doi":"10.32603/2071-2340-2019-1-43-53","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-1-43-53","url":null,"abstract":"Microservice architecture is a popular approach for building various systems. It consists of various dedicated small-sized components from a solid application. Components work together and provide the required business-logic but each one can be implemented with the most suitable technique. Moreover, overloaded parts can be scaled easily. However, data transfer layer does not guarantee compatibility of services during their development. After changing input or output data type of any microservice of the system there are too little ways to keep up compatibility of all other services. The problem is especially urgent for asynchronous communication because existing systems and standards work mostly with synchronous RPC or REST interoperation or cover high-level description of business-logic. One approach to guarantee compatibility of all services in the system is a preliminary check of data types before the services start to work. The previous paper considers realization of the mentioned approach with the dedicated service that checks types, connects services using description of the interfaces. The current paper covers further development of the approach: a system built with preliminary check of data types supports only asynchronous communication and all checks are provided by a message broker. We have implemented and compared simplified approach with alternative ways and have come to the conclusion that described way solves the problem of type inconsistency in a microservice event-driven architecture in a more convenient way than alternatives.","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130396133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Learning Platform Services","authors":"L. A. Aleksandrova, Edward Galimov","doi":"10.32603/2071-2340-2019-1-79-87","DOIUrl":"https://doi.org/10.32603/2071-2340-2019-1-79-87","url":null,"abstract":"","PeriodicalId":319537,"journal":{"name":"Computer Tools in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129770436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}