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Abstracts for Session 4

Friday, 11:45 a.m.

4Z. ,
The three small discussion groups (4B, 4C, and 4D) are not formal talks, but are organized to encourage conversation among EXPO participants about the larger questions of teaching with technology. Each session will be moderated by EXPO Group members, and notes of the discussions will be made available on the EXPO Web site following the EXPO. NOTE: 4A is a talk, not a discussion.

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4A. EXPO Showcase: Derive 5 Live! , Ken Eichman, Longview Community College, Lee's Summit, MO
This is another in a series of sessions that are presented by members of the Math EXPO Steering Committee to showcase new technology. The purpose of this particular session is to highlight the improvements in the newest version of the Derive software. The new features will be demonstrated and compared to the features of the previous version. Then, time will be allowed for participants who have some experience with Derive to experiment with the software. There will be a handout with a variety of mathematical exercises, for participants to work from.

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4B. Discussion: Concepts Without Technique: A Hollow Frame? , Moderator: Carl Anderson, Johnson County Community College, Overland Park, KS
Calculators such as the TI-89 allow students to carry algebra systems in their pockets instead of in their heads. Theoretically they should have more time to study concepts since they no longer need to learn the skills and techniques necessary to "do" such things as factoring, solving equations, differentiating and integrating. This discussion group will focus on the pros and cons of learning concepts without techniques.

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4C. Discussion: Distance Education - The Class That Time Forgot , Moderator: Nic LaHue, Penn Valley Community College, Kansas City, MO
Distance education has taken on a variety of forms through the years: radio, TV, videotapes, correspondence courses and more recently cable TV and the internet. Is distance education the way to reach the masses with a minimum investment? Can distance education courses be set in place and then run freely on their own with little or no need of a teacher? How will the integrity of the program or institution be maintained within distance education? What's the next step in the changing world of distance education?

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4D. Discussion: How Much Computer Science is Needed to Learn a Computer Algebra System? , Moderator: Joe Kincaid, Peru State College, Peru, NE
On many campuses, computer science was born in the mathematics department. Considering the amount of logic and the emphasis on algorithms in computer science, this was a natural starting point. Today, many computer science departments are far removed from their mathematical parents. As computer algebra systems move into our mathematics curriculum, some of the parents are looking to their children for aid in teaching algorithms and logic. This discussion will explore the mathematics curriculum with an eye for where a little background in programming might help in learning mathematics, and will explore the computer science curriculum with an eye for where and how that background might be taught.

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