The pedagogical implications of using MatLab in integrated chemistry and matehamatics courses (original) (raw)
Related papers
Computer Applications in Engineering Education, 2009
This paper presents the experience of the authors in teaching the Matlab™ software to students with different levels of academic training, even though all of them belong to the field of Science. Matlab™ is a worldwide standard in technical programming and computing, and its use is still growing; therefore, it is taught in many different university degree programs (Physics, Mathematics, Engineering, etc.). The course analyzed in this paper contains examples of different fields of knowledge to show the students the versatility and power of this tool. At the end of each course, which consists of 30 h, the students expressed their opinions about the content in a private opinion poll (questionnaire). The results of these opinion polls show that the methodology followed is considered appropriate and useful by the students who attended the course. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 750–756, 2010; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20282
A Study of the Effects of Using Matlab as a Pedagogical Tool for Engineering Mathematics Students
International Journal of Online Engineering (iJOE), 2013
The paper describes the effects of using MATLAB as a teaching and learning aid for engineering mathematics students. MATLAB has been integrated as a supplement to the traditional classroom teaching and learning. Students enrolled into the first year Integral Calculus course at the University of Ha'il, Saudi Arabia, are the sample of the study. Students used the software in small groups and submitted their work in groups. The aims of the study are to assess the effects of the use of the software on students' attitudes and motivation towards the utilization of technology in the teaching and learning of engineering mathematics and its impact on learning. Qualitative and quantitative data collected from the study revealed that the students have benefitted from the software. The use of the software has enhanced students' conceptual understanding despite their weak mathematical skills. It has been noticed that students' attitudes have been positive and their performance in the course has improved.
Should undergraduate science/engineering Students be taught MATLAB package
Con esta propuesta se pretende instar a los Ministerios de Educación, Ciencia y Tecnología para que desarrollen e introduzcan el paquete MATLAB como una asignatura específica en los currícula de los estudiantes de Bachillerato y de Universidad con el objeto de ayudarles en el planteamiento y resolución de problemas, puesto que este es el objetivo fundamental de muchas de las asignaturas de los planes de estudio de ciencias, tecnología, ingeniería y matemáticas.
Introducing MATLAB to Electronic Engineering Undergraduates through Three Weeks Laboratory Sessions
International Journal of Online Engineering (iJOE), 2014
Previously, our undergraduates in electronic engineering program had to explore and learn MATLAB from the beginning by their own, without direct guidance. Based on this, we decided to formally introduce MATLAB to them as a part of the syllabus in our Advance Laboratory course, in order to continuously improve our electronic engineering undergraduates. As we want to track the significance of the course, two surveys have been given to the students. One survey has been executed at the beginning of the laboratory, and another one has been carried out at the end of the laboratory session. The outcomes from these two surveys show that the designed syllabus successfully increases both skill and confident level of our students in solving complex engineering problem using MATLAB programming.
Computation, exploration, visualisation: Reaction to Matlab in first-year mathematics
This paper describes a model for e ective incorporation of technology into the learning experience of a large and diverse group of students in rst-semester rst-year tertiary mathematics. It describes the introduction of elementary use of MATLAB, in a course o ered both on-campus and at a distance. The diversity o f the student group is outlined, types of tasks employing MATLAB are listed, progressive class reaction is traced, and retrospective views expressed in interviews and focus discussion groups are reported. In conclusion, it is argued that careful introduction to MATLAB leads to the e ective use of a powerful software tool, and has a positive e ect on attitudes to technology in the learning of mathematics. Recommendations are made for using scienti c packages, for learning mathematics, for developing concepts, and for raising levels of involvement and appreciation in large classes.
Matlab as a teaching, learning and motivating tool for engineering mathematics
Mathematical Modelling, 2020
The present paper describes the fact that revised and pedagogically justifiable implementation of CAS systems (e.g. Matlab system) is a great contribution to teaching higher mathematics. It brings practical applications to mathematics teaching and thus enhances motivation and students’ interest in the discussed topic. The Computer Algebra System, popularly known as CAS, is a modern computing technology that provides great learning and teaching opportunities to both students as well as instructors. MATLAB is one of the most popular CAS programs that is widely used in mathematics classrooms especially at the university level. As more and more universities are adopting its use in education, it is necessary to study and analyze how the software could be used in teaching and learning of mathematics. It has been shown to be a technology that could be used for developing mathematical thinking, concepts and skills, and a source of motivating students for learning mathematics. It is also a v...
Using of MatLab in the Mathematical Education
2019
MATLAB is a multi-paradigm numerical computing environment. MATLAB allows matrix manipulations, plotting of functions and data, implementation of algorithms, creation of user interfaces, and interfacing with programs written in other languages. In the paper, there is an explanation for solving problems in the field of mathematics, solved in the Matlab programming language. The goal is to show that Matlab is a user-friendly programming language, so it is easy to use. Commands are invoked in a very simple way with a simple syntax, where in comparison with other programming languages; they require detailed knowledge of the language itself
INTED2021 Proceedings, 2021
The resolution of material balances is one of the main activities both in Chemical Engineering studies and in the development of the profession. Their resolution translates into a system of algebraic equations that can be quite complex. For its resolution, it is necessary to use mathematical software, as is the case with Matlab. However, students may have a deficit in programming skills with Matlab. To solve this deficit, students have been provided with a Matlab template, where the student only has to enter the main parameters of each material balance in order to obtain a mathematical solution. With the aim of knowing the acceptance of the mentioned methodology for the mathematical resolution of material balances, a survey has been provided to the students, where anonymously, they respond, at the end of the subject, their main views on the matter. Key questions such as the usefulness of the methodology, the degree of use, personal assessment, and the relationship between the use of the Matlab template and understanding of knowledge, allow teachers to determine the strengths and weaknesses of the new methodology.
—An analysis of MATLAB ® integration into mathematical modules at two UK universities is carried out. Both MATLAB integration projects appear to be successful, despite the fact that the two institutions in question are quite different, with one being a well-established research intensive institution and the other a teaching-oriented institution that gained university status in 1992. Despite these differences common themes emerge from the analysis that suggest the minimum requirements that have to be in place for CAS-assisted learning to be successfully introduced.