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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume X, Number 1 |
September
2004 |
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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume X, Number 1 |
September
2004 |
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Interactive Multi-Modal Learning in Discrete Mathematics
George Novacky, Patchrawat Uthaisombut, and Yasir Khalifa, Computer Science, will collaboratively develop instructional software in discrete mathematics. Their project, Interactive Multi-Modal Learning in Discrete Mathematics, is intended to help students enhance their math reasoning skills, a necessity in computer science. Providing a rich source of real-world practice problems along with just-in-time references to scripted example problems and solutions, the software presents a systematic approach to the multiple steps of problem solving. Additionally, instant feedback reinforces accurate responses and includes hints for correcting errors. Project discrete math (PDM) includes three primary components—Web pages, a toolbox, and practice quizzes. The Web pages provide basic lessons, examples, and a math dictionary. The toolbox includes boolean matrix and probability calculators and other information required to solve the practice quizzes. Project director Novacky explains: “To supplement the textbook’s limited number of problems, our quiz generator allows students to practice additional problems and focus on areas they do not understand.” Uthaisombut adds: “This project was designed to actively involve students—when they make a mistake, they will get immediate feedback pointing them to the basic knowledge required to solve the problem.” Novacky states: “Commercial discrete mathematics programs currently available take a long time to learn, but our program is streamlined for students.” In fact, student programmers Anthony Zana and Ben Keating will create the software for pilot testing in fall 2004. Learners will then download the Internet-based software for use in two computer science courses. In addition to providing support outside of class, the program will be used in recitation lab activities for further practice and feedback. Khalifa emphasizes that the program will enhance both teaching and
learning as “Faculty benefit from reviewing the statistics on when and
how students use the program. Instructors can adjust their teaching
based on this information. Furthermore, they can compare the performance
of current and past students.” Ultimately, not only discrete mathematics
students in computer science but also those in other departments will
benefit from this innovation. | ||||||||||||||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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