Odesolve, Find etc and Physic lessons

[ValeryOchkov]

What can you say abuut it (sorry for a google translation - can you correct the text)!

The history of methods for solving problems in mathematics, physics, chemistry, and other school and university academic disciplines - is, among other things, and history ... the fight against modern computer systems. First (in class oral accounts, for example) forbid the use of pen and paper, and then (in the study account "columns" pen on paper) - the calculator, and finally, to solve more complex problems "in mathematics, physics, chemistry, and other school and university academic subjects "- a computer with modern mathematical programs: Mathematica, Maple, Matlab, Mathcad, SMath etc.
With verbal score is more or less clear. These exercises - a great exercise for the mind. Using a calculator for such classes is equivalent retrofitting of gym equipment (gymnastics for the body) ... hydraulic actuators. Due to the "columns" can also be seen as a gym for the mind. But there is another argument is mixed: reckon we must be able, if at hand will not pen and paper. In turn, we must be able to consider a pen on paper, if not on hand will be a calculator. But ... to make fire by friction "we must be able, if at hand will not" matches or lighters ... With better or worse with the development of civilization, we have forgotten how to make fire by friction, mental arithmetic, and much more ...
Opponents of the use of modern computer-based solutions of school and university tasks "mathematics, physics, chemistry ..." is also based on a number of other reasons, which they, however, do not speak openly.
First, many school teachers and university professors, unfortunately, simply do not know how to work with such programs. They somehow mastered the computer at office applications (word processor and spreadsheet), and the basics of the operating system, but do not want to go further, or can not, justifying it by the fact that, well, these programs are harmful to the students (see above).
Second, the implementation of these programs in the learning process requires a fundamental revision of the content and teaching methods, as well as rewriting of textbooks and books of problems, or at least a substantial processing.
One typical tasks in physics see here

http://communities.ptc.com/message/187952

http://communities.ptc.com/message/187832

http://communities.ptc.com/groups/dynamic-models-in-mathcad

http://communities.ptc.com/groups/optimisation-with-mathcad

http://communities.ptc.com/groups/kinematic-models-in-mathcad

http://communities.ptc.com/groups/animation-of-math-methods-in-mathcad

http://communities.ptc.com/groups/fine-math-curves-in-mathvad

etc

Point us more please!

[AlanStevens]

Ok Valery. Here is my summary of what I think is the essence of what you are saying, followed by my own views:

My understanding of Valery’s views:

1. The history of methods for solving problems in mathematics, physics, chemistry, and other school and university academic disciplines is the fight against modern computer systems. First, the use of pen and paper was discouraged because that was considered to lower standards of mental reasoning; then the calculator was similarly discouraged; finally, advanced computational programs, such as Mathematica, Maple, Matlab, Mathcad, SMath etc. continue to be discouraged, still for the same supposed reason.
2. However, opponents of the use of modern computer-based solutions of school and university tasks sometimes have hidden motives for their opposition.
3. First, many school teachers and university professors simply do not know how to work with such programs and fear they might not be able to understand the technology themselves.
4. Second, the implementation of these programs in the learning process requires a fundamental revision of the content and teaching methods, as well as rewriting of textbooks and books of problems. Sticking with the status quo requires less effort.

My views:

1. I’m all in favour of the introduction of new technology, as long as the teaching method adapts appropriately. A disadvantage of high-speed computation is that we humans are slow-speed learners! We need time to absorb concepts. Having Mathcad perform a hundred differentiations instantly isn’t going to help a novice understand calculus. However, once the novice understands the concept of differentiation, there’s no point in making him or her do a hundred examples manually. A proper use of the technology in teaching should allow both time for absorbing concepts and also reduction of tedium.
2. Hidden motives should be made explicit; though it might be rather unfair to assign hidden motives to the majority of teachers – some might genuinely believe modern technology is bad for students (personally, I have no idea what the ratio of those with to those without hidden motives might be). And, of course, there are many in favour of the use of modern technology!
3. Many of us, not just teachers and professors, tend to get outstripped by technology! The easier PTC and others make the technology to use, the easier it will be for educators to incorporate it into their teaching.
4. I’m not sure that rewriting of textbooks is considered to be such a barrier to technology. People make money from endlessly rewriting textbooks!

Alan

[ValeryOchkov]

Thank you, Alan.
For me it is very important to know your opinion.

One old Russian painting "Mental calculation (without Mathcad)"

On the black board: