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Doing Mathematics with MathEdu
PROCEEDINGS

## Fernando Díez, Universidad Antonio de Nebrija & Universidad Autónoma de Madrid, Spain ; Roberto Moriyón, Universidad Autónoma de Madrid & Instituto de Ingeniería del Conocimiento, Spain

International Conference on Mathematics / Science Education and Technology, ISBN 978-1-880094-34-1 Publisher: Association for the Advancement of Computing in Education (AACE)

## Abstract

In this paper we present the MathEdu problem solver, an interactive tool based on Programming by Example for the construction of programs that allow students to solve interactively problems of Mathematics. The problems handled by MathEdu are those that involve computations and symbolic manipulation of mathematical expressions, like computing derivatives or integrals. MathEdu is built on top of the Mathematica system. MathEdu programs can be embedded as part of a course that incorporates both theory and practice, together with mechanisms to navigate among them. The designer of the set of exercises, a Mathematics teacher that has some knowledge of Mathematica programming, can define resolution methods for different classes of problems in a simple way. This information is used in order to establish an intelligent dialogue with the student, by asking him questions about the different possible resolution paths that are coherent in the exercise being solved or in similar ones.

## Citation

Díez, F. & Moriyón, R. (1999). Doing Mathematics with MathEdu. In Proceedings of International Conference on Mathematics / Science Education and Technology 1999 (pp. 247-251). Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from https://www.learntechlib.org/primary/p/9144/.

© 1999 Association for the Advancement of Computing in Education (AACE)

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## References

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### Teaching Mathematics by Means of MathTrainer

#### Fernando Díez, Universidad Antonio de Nebrija & Universidad Autónoma de Madrid, Spain; Roberto Moriyón, Universidad Autónoma de Madrid, Spain

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1350–1352

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