I am teaching Engineering Mathematics IV (Code EGEN N301). This is the final course of mathematics that engineering students take during their under graduate studies. The course introduces concepts of statistics, probability and three dimensional geometry. It also builds upon the calculus knowledge of students from their previous courses by teaching the applications of calculus. Lastly this course covers topics involving numerical techniques.
The assessments for this course include 3 CR exams worth 25%, 25% and 30% each. The remaining 20% grade is available for quizzes, assignments and homework and it is up to the prerogative of the teacher.
I would like to use MS EXCEL in this course for teaching the numerical techniques more specifically teaching numerical differentiation. For numerical differentiation the students have to find the values of the function at specific interval for a particular value of the function and then to compare its value with by finding the derivate of the function and then replacing the given value of the variable.
There are three methods that are taught during numerical differentiation namely forward difference, backward difference and central difference and the student has to employ all three along with the normal differentiation to find the values of the function.
Although the three methods are fairly similar, the complexity of the function makes it into a cumbersome process and the students tend to struggle in doing these four calculations correctly all the time.
In my opinion it would be a case of learning with technology rather than learning from technology. As Jonassen mentions, technologies should function as a tool kit which support the required intellectual functions of the course.
The biggest advantage of using MS EXCEL would be the eradication of memorizing and introduction of understanding. I think this will enhance their deeper understanding of the content. It will also improve their problem solving and critical thinking skills since helping them in finding their mistakes more quickly and efficiently, saving them time they would have otherwise spent if they were solving it using the conventional pen and paper method.
The students will be expected to work in groups of three. They would be taught how to progam formulae and functions in MS EXCEL. I intend making a video of this session so it can be used for any students who miss the class or would like extra help. This video can also be used for future teaching of this topic.
Hi Atif, so would your students do research about how to use MS Excel to solve numerical differentiation problems and then create a video that demonstrates this understanding or would you explicitly teach it and then get them to create videos to show their understanding? I personally would go with the former as peer tutoring provides a much richer learning experience -though you would need to monitor their research well so that you are sure they fully understand the procedure.
ReplyDeleteYes, the idea is for the students to research for themselves on how can they enter the formulae in EXCEL. The differentiation formulae will of course be taught to them but afterwards they will be independent.
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