Math Software Implementation
Nate Burchell
I am working on a paper that will explore different methods of encouraging and facilitating the use of mathematics software. I am eager to hear from the people in this forum regarding their experiences in this area. My paper will focus on Geometer's Sketchpad, but the ideas certainly extend to involve programs such as Fathom, Derive, MATLAB, Cabri and others. If your experience pertains more to one of these programs, I am interested in hearing about that as well. Any contribution is appreciated.
A given school may purchase a site license for a dynamic geometry software package. While most mathematics teachers would readily agree that such software is a potentially useful tool, many of those teachers and their students do not make use of the software. What factors discourage a teacher from learning to use this software?
What has been done? I am hoping to learn about different measures that have been taken on a school or departmental level to address this issue of non-use. What has your school/department done to facilitate and encourage the use of this software, and was it successful?
What can be done within a school to encourage the use of dynamic geometry software by those students and teachers who are not initially inclined to put forth the energy necessary to learn the software? What can happen to specifically address the obstacles that teachers face? What simple incentives could be put in place to tip the scales for those who are slightly reluctant to invest their time to learn about new software?
Please respond off list and include your school's name and enrollment.
All other comments are very welcome.
Thank you for your time,
Nate Burchell
Head of Mathematics
Woodstock School
Mussoorie, India
E-mail: natebu...@woodstock.ac.in
My GSP files webpage: http://nateburchell.googlepages.com/gsp_files.html
