COMPUTERS IN EDUCATION VOLUME 2 -- COMPUTERS IN EDUCATION VOLUME 2 -- CONTENTS -- PREFACE -- WHEN DID IT ALL START? -- CONTENT -- ACKNOWLEDGMENTS -- REFERENCES -- AN INNOVATIVE TEACHING TOOL BASED ON SEMANTIC TABLEAUX FOR VERIFICATION AND DEBUGGING OF IMPERATIVE PROGRAMS -- Abstract -- INTRODUCTION -- THE LOGIC TEACHING TOOL -- Tool Usage -- Tool Implementation -- VERIFICATION OF ALGORITHMS -- ALGORITHMIC DEBUGGING -- EXPERIENCES AND RESULTS -- Design of the Experiences -- Results of the Non-Controlled Experience -- Results of the Controlled Experience -- CONCLUSION -- REFERENCES -- COMPUTER ALGORITHMS APPLIED TO LEARNING ASSESSMENT -- Abstract -- 1.Introduction -- 2.TheMSTPtechnique -- 2.1.Editdistancemetric -- 2.2.TheMSTPdefined -- 2.3.MSTprofileexample -- 2.4.Statisticalanalysis -- 3.CaseStudy:ComparingNoviceProgrammerstoEducators -- 4.Randomsorts -- Conclusion -- References -- THE ROLE OF INTERACTIVE REPRESENTATIONS IN COGNITIVE TOOLS FOR LEARNING -- Abstract -- INTRODUCTION -- BACKGROUND -- Information, Information Space and Learning -- Cognitive Tools -- REPRESENTATION DESIGN -- INTERACTION DESIGN -- Interaction -- Interactivity -- CONCLUSION -- REFERENCES -- INTERACTIVE EXPERIMENTATION WITH ALGORITHMS -- Abstract -- 1. INTRODUCTION -- 2. BACKGROUND -- 2.1. Experimentation and the Scientific Method -- 2.2. Properties of Algorithms -- 3. EXPERIMENTATION WITH ALGORITHMS -- 3.1. Experimentation with Efficiency -- 3.2. Experimentation with Correctness -- 3.3. Experimentation with Optimality -- 4. SOFTWARE SYSTEMS FOR EXPERIMENTATION -- 4.1. Systems for Efficiency Experimentation -- System requirements -- Survey of existing systems -- 4.2. Systems for Correctness Experimentation -- Debuggers -- Automatic grading systems -- Survey of automatic grading systems -- 4.3. Systems for Optimality Experimentation -- 5. DIDACTIC APPROACHES.

5.1. Experimentation along the CS Curriculum -- 5.2. Learning by Discovery -- 5.3. Test-Driven Development -- 5.4. Collaborative Learning -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- DEVELOPING A TECHNOLOGY-TEAM TEACHING MODEL TO ENHANCE THE TPACK OF PRE-SERVICE SCIENCE TEACHERS -- Abstract -- 1. INTRODUCTION -- 2. THEORETICAL FRAMEWORK -- 2.1. Pre-Service Science Teachers' PCK with Technology -- 2.2. Technological Pedagogical and Content Knowledge -- 2.3. Team Teaching -- 2.4. Developing a Technology-Team Teaching Model for TPACK -- 3. RESEARCH METHODOLOGY -- 3.1. Context and Participants -- 3.2 Procedure -- Stage One: Introduction of PCK and TPACK -- Stage Two: Web-based learning -- Stage Three: Team-teaching practice -- Stage Four: Reflection and modification -- 3.3. Data Collection and Analysis -- 4. RESULTS AND DISCUSSION -- 4.1. Pre-service science teachers realized that it was difficult to implement traditional instructional strategy on some abstract units -- thus, they would tend to incorporate powerful pedagogy -- 4.2. Pre-service teachers reflected that they have learned to select technology tools with science pedagogy in lesson design -- 4.3. Pre-service teachers reflected that they have learned to integrate appropriate topic-specific science pedagogy and technology in their teaching -- 4.4. TTT model integrated team-teaching and technology to help pre-service teachers develop their TPACK -- CONCLUSION -- REFERENCES -- COMPUTER-ASSISTED LABORATORY INSTRUCTION AT THE TERTIARY LEVEL -- Abstract -- HISTORICAL BACKGROUND -- INSTRUCTIONAL DESIGN OF COMPUTER-ASSISTED LABORATORIES -- COMPUTERS AND THE DEVELOPMENT OF SKILLS -- SOME PSYCHOLOGICAL ISSUES ASSOCIATED WITH COMPUTER-ASSISTED INSTRUCTION -- PREPARING FOR EXPERIMENTS IN A COMPUTER-ASSISTED LABORATORY -- ILLUSTRATION 1: MEASURINGVISCOSITY IN A COMPUTER-ASSISTED LABORATORY.

ILLUSTRATION 2: STUDYINGELECTRICITY IN A COMPUTER-ASSISTED LABORATORY -- SCIENTIFIC VISUALIZATION IN A COMPUTER-ASSISTED LABORATORY -- DISTRIBUTED COMPUTING IN A COMPUTER-ASSISTED LABORATORY -- CONCLUSION -- REFERENCES -- SOME SUBTLETIES OF TEACHING UNDERGRADUATE CONTROL SYSTEMS -- Abstract -- 1. INTRODUCTION -- 2. BASICS OF FEEDBACK CONTROL SYSTEMS -- Transfer Function -- Poles and Zeros -- Impulse Response -- Step Response -- System Interconnections -- Using Matlab to illustrate basic control concepts -- 3. POLE-ZERO CANCELLATION -- 4. EFFECT OF CONTROLLER PLACEMENT -- 5. DERIVATIVE FILTERING IN PID CONTROLLERS -- 6. A REMARK ON THE USE OF COMPUTER SOFTWARE -- CONCLUSION -- REFERENCES -- MODELING AND VISUALIZATION OF FRUIT TREES IN HORTICULTURE -- Abstract -- 1. INTRODUCTION -- 2. THEORETICAL BOTANICAL AND MATHEMATICAL CONCEPTS -- 2.1. Shoot Type -- 2.2. Tree Topology and Geometry -- 2.3. Physiological Ages -- 2.4. Hidden Semi-Markov Chain Model -- 3. AMAPSIM PLANT ARCHITECTURE SIMULATOR -- 3.1. Configure Amapsim Software Environment -- 3.2. GLOSSARY -- 3.3. SOFTWARE INTERFACE -- 4. CASE STUDY -- 4.1. Branching Patterns of Headed Apple Parent Branches -- 4.2. Fruit Setting Patterns on the Headed Fruit-Bearing Shoots of Peach Tree -- 4.3. Three-Dimensional Representation of Virtual Citrus Trees -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- COMPUTERS AND SOFTWARE ENGINEERING: DEVELOPING NEW MODELS FOR EDUCATING MATHEMATICIANS -- Abstract -- INTRODUCTION -- ADMINISTRATIVE FLEXIBILITY PRINCIPLE -- CYBERNETICS AS A MASS CONCEPT -- A BIRD IN THE BUSH -- GLOBAL EDUCATIONAL MOBILITY -- ENCOURAGING SHORT TERM MOBILITY -- THREE MODELS OF COLLABORATION -- The First Model -- The Second Model -- The Third Model -- COLLABORATION WITH INTEL -- ACKNOWLEDGMENTS -- REFERENCES -- MATHEMATICS TEACHING AND LEARNING IN A TECHNOLOGY RICH WORLD -- Abstract.

1. INTRODUCTION -- 2. A TROJAN MOUSE -- 3. TECHNOLOGY RELATED THEORIES ABOUT LEARNING -- 3.1. Instrumental Competence -- 3.2. The Teacher's Role -- 3.3. Framing -- 4. INFORMAL LEARNING OF MATHEMATICS -- 4.1. Mysteries and Puzzles -- 4.2 Geocaching -- 4.3. Mystery Caches and Mathematics -- 4.4. Research on Geocaching -- 4.5. Prospective teachers views of Geocaching -- CONCLUSION -- REFERENCES -- ASPECTS OF ELEMENTARY NUMBER THEORY ILLUSTRATED IN THE SPREADSHEET ENVIRONMENT -- Abstract -- INTRODUCTION -- NUMBER THEORY AND SPREADSHEETS -- WHY SPREADSHEETS? -- A SURVEY OF THE LITERATURE -- LEARNING THEORY AND SPREADSHEETS -- APPLICATION 1: FACTORING FACTORIALS USING EXCEL -- EXCEL MODEL FOR PRIME FACTORIZATION OF n! -- APPLICATION 2: THE RIVEST-SHAMIR-ADLEMAN (RSA) PUBLIC-KEY ENCRYPTION SYSTEM -- WHAT ESSENTIAL IDEAS ARE NEEDED FOR RSA? -- SOME COMMENTS ON THESE ESSENTIAL IDEAS -- The Divisor Function -- The Totient Function -- PROPERTIES OF TOTIENT -- MODULAR ARITHMETIC AND MODULAR INVERSE -- MODULAR EXPONENTIAL -- BRIEF SUMMARY OF RSA THEORY -- EXAMPLE -- IMPLEMENTATION IN EXCEL -- MODULAR EXPONENTIAL IN VBA -- MODULAR INVERSE IN VBA -- STUDENT VOICES -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- COMPUTERS AND MATHEMATICS TEACHER EDUCATION -- Abstract -- 1. INTRODUCTION -- 2. LEARNING TO USE COMPUTERS WITH YOUNG CHILDREN -- 2.1. Problem-Solving Activities with Kid Pix -- 2.2. Pedagogical Dimensions of using Kid Pix -- 3. USING COMPUTERS WITH ELEMENTARY TEACHER CANDIDATES -- 3.1. From Comparing Unit Fractions to Tessellating with Regular Polygons -- 3.2. Using a Combination of Software -- 4. USING COMPUTERS WITH SECONDARY TEACHER CANDIDATES -- 4.1. Agent-Consumer-Amplifier (ACA) Framework for the use of Computers -- 4.2. Illustration 1: Inequalities as Tools in Computing Applications.

4.3. Illustration 2: From Fibonacci Numbers to Oscillating Golden Ratios -- 4.4. Illustration 3: Using Maple for Symbolic Computations -- 5. PROBLEM POSING WITH COMPUTERS -- 5.1. Didactic Complexity of Problem Posing with Computers -- 5.2. Problem Posing with Spreadsheets -- 5.3. Problem Posing with Computer Graphing Software -- 5.4. Using a Combination of Software in Problem Posing and Solving -- CONCLUSION -- REFERENCES -- INDEX.