(PDF) Matlab As A Teaching and Learning Tool For Mathematics - A Literature Review
(PDF) Matlab As A Teaching and Learning Tool For Mathematics - A Literature Review
Matlab as a Teaching and Learning Tool for Mathematics: A Literature Review
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Mohammed Abdul Majid
3.1
Abstract
This literature review focused on the use of MATLAB, a computer algebra system, as a didactical tool for mathematics. It has also looked at
some theories of learning related to the teaching and learning of mathematics with the computer technology. The review aimed at summarizing
the different ways in which the software has been used as a tool for visualization, computation, problemsolving, fostering positive attitudes and
math confidence, increasing motivation & math performance, and projects. It has also included the proposals in which the software has been
recommended to be used. It is our hope that this review could be useful for those interested in integrating MATLAB in mathematics curriculum.
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Cognitive Multimedia Theory by Mayer & Moreno, (2003). A theoretical framework for teaching and learning of mathematics with
CAS.
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M. Abdul Majid
University of Ha'il, KSA & Brunel University, UK
Z. A. Huneiti
University of Ha'il, KSA
W. Balachandran
Brunel University, UK
Y. Balarabe
King Fahd University of Petroleum & Minerals, KSA
This literature review focused on the use of MATLAB, a computer algebra system, as a
didactical tool for mathematics. It has also looked at some theories of learning related to the
https://www.researchgate.net/publication/320450797_Matlab_as_a_Teaching_and_Learning_Tool_for_Mathematics_A_Literature_Review 3/50
10/26/2019 (PDF) Matlab as a Teaching and Learning Tool for Mathematics: A Literature Review
didactical tool for mathematics. It has also looked at some theories of learning related to the
teaching and learning of mathematics with the computer technology. The review aimed at
summarizing the different ways in which the software has been used as a tool for
visualization, computation, problem-solving, fostering positive attitudes and math confidence,
increasing motivation & math performance, and projects. It has also included the proposals in
which the software has been recommended to be used. It is our hope that this review could be
useful for those interested in integrating MATLAB in mathematics curriculum.
Introduction
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. In this literature, focus has been given on how MATLAB has been used
in problem solving, computation, and visualization of mathematics through mathematical
explorations etc. 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 very useful tool in demonstrating connections in various underlying
mathematical concepts in the teaching and learning processes.
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The modern computer algebra systems are cognitive tools, Heid (2001). According to Pea
(1987, p. 91), a cognitive technology is “any medium that helps transcend the limitations of the
mind in thinking, learning, and problem-solving activities”. Cognitive tools are both mental and
computational devices that support, guide, and extend the thinking processes of their users, Derry
(1990). They are used as a didactical tool to enhance students' mathematical learning and to
provide them with essential career-related skills. Both advantages and disadvantages of using
computer technology are reported in the literature. Those who oppose the didactical use of
computer tools voice the declining mental and manual mathematical skills of students. However,
those who support its use believe that these tools would not only enhance the presentation
mathematics but also could provide the necessary skills needed in the 21st century.
Undoubtedly, technology has become ubiquitous in mathematics education. According to
National Council of Teachers’ of Mathematics (2006), “Technology is essential in teaching and
learning mathematics; it influences the mathematics that is taught and enhances students'
learning”. Does the use of computer tools or technologies per se enhance students learning?
What factors influence classroom-based math learning? The positive change in the teaching and
learning lies in several factors. “Education technology is neither inherently effective nor
inherently ineffective; instead, its degree of effectiveness depends upon the congruence among
the goals of instruction, characteristics of the learners, design of the software, and educator
training and decision-making, among other factors", Schneider (2000). However, for some, its
use is still questionable.
The research question which will guide this review is the following: "In what ways
MATLAB has been used in the literature for teaching and learning of mathematics in the
university education?"
MATLAB
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MATLAB
MATLAB, the product of Mathworks Company, is the general purpose computing software. It
contains a vast range of specialized toolboxes and also works as the computer algebra system
through its symbolic math toolbox. This toolbox performs symbolic algebraic/mathematical
manipulative operations with a lot of built-in interactivity. MATLAB undoubtedly is popular
among computer and multi-disciplinary scientists, engineers and particularly with experts in the
area of computational mathematics. It integrates numerical, symbolic and the state-of-the-art
graphic visualization capabilities with quite intuitive computer programming environment.
Methodology
The systematically classified and integrated methods were used to summarize the relevant
articles and presented them in a narrative manner. A literature review for the publications
between 1988 and 2012 was carried out from the sources such as mathwork.com, ERIC, IEEE
xplore, ProQuest, Academic Search, Springer Link, Taylor and Francis, Science Direct,
Proceedings for the conferences, the Google and the Google scholar search. The keywords used
for the search were "CAS and mathematics education", and "CAS/MATLAB as a teaching
learning tool for math", "CAS/MATLAB as a visualization tool for math", "CAS/MATLAB as
problem-solving tool in math" etc. Our primary focus was the empirical studies based on
classroom and computer-lab where MATLAB was used as a pedagogical tool for mathematics.
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It is important to know how theories may help in technology integration for mathematics
instruction. The theoretical and conceptual basis of using computer technology in the teaching
and learning of mathematics can be linked with the Constructivist Theory. According to this
theory, a learner cognitively constructs a mathematical concept through the active involvement
in the processes of experimenting, conjecturing, proving, and applying. Using CAS, students
actively construct and acquire knowledge in mathematics rather than being passive receivers of
knowledge.
There are a number of other theories derived from the cognitive psychology relating to
cognitive and technology-aided cognitive processes such as Cognitive Load Theory, Cognitive
Theory for Multimedia Learning and Distributed Cognition Theory.
According to Sweller (2004), Cognitive Load Theory suggests the learning activities to be
aligned with the human cognitive structure. The structure of human cognitive architecture, while
not known precisely, is discernible through the results of experimental research.
According to Hutchins (1990), “Distributed cognition is a branch of cognitive science that
proposes cognition and knowledge are not confined to an individual; rather, it is distributed
across objects, individuals, artefacts, and tools in the environment.”
According to Cognitive Multimedia Theory, the information presented through the
integration of limited visual and auditory channels will be filtered, selected, organized, and
integrated by the learner actively, figure 1, Mayer & Moreno (2003). However, an
understanding of the human cognitive processes in a mathematics teaching and learning
environment which involves human computer interaction still needs much exploration.
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Figure 2: A theoretical framework for teaching and learning of mathematics with CAS.
The literature review search has not revealed any study which focused specifically on the review
of literature on MATLAB as a teaching and learning tool for math.
The selected articles and papers that were reviewed, compiled and summarized are as
follows:
Proposals to use MATLAB as a Teaching and Learning Tool for Mathematics
A number of articles have been written proposing the use of MATLAB in teaching and
learning of mathematics, Kazimovich et al (2012), Tahir et al (2010), Chaamwe (2010),
Mckenzie (2008), Friedrich et al (2008), Stanoyevitch (2005), Shi (2004), Wu (2004), Colgan
(2000), Kawski (2003), Dunn et al (2002), Pester et al (2001), Markanda (1995) and Katende in
his unpublished paper.
Kazimovich et al (2012) illustrated the capabilities of the applications of symbolic
computation techniques of MATLAB for engineering students. The capabilities of MuPAD and
its combination with MATLAB were described for writing formulas, factorizing an expression,
solving equations, solving systems of equations and differential equations, finding derivatives
and antiderivatives as well as plotting functions. In addition, some of the useful functions like
computing Fourier transforms and their inverses have also been given. The paper also provided
sketches of the transfer between MuPAD and MATLAB.
Tahir et al (2010) proposed the integration of MATLAB into science, technology and
engineering disciplines as a teaching and learning tool for undergraduate studies to the Ministry
of Science and Technology, Iraq. The graphical user interface programs created for Math 1 and
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of Science and Technology, Iraq. The graphical user interface programs created for Math 1 and
Math 2 courses were proposed to be used in teaching linear algebra, graphing, Laplace
Transform, differential and integral calculus courses. The proposed programs were aimed at
motivating students and demonstrating the relationships between pure mathematical concepts to
the real world. The authors planned to develop a supplemental booklet for using computer
programs in tutorial sessions. The authors also recommended the use of the software throughout
the science and engineering institutions in the country and also emphasized the need for
providing necessary training on the use of MATLAB to the teaching faculty.
Chaamwe (2010) provided a few illustrations for sketching mathematical graphs of
functions using MATLAB. The study highlighted some general benefits of integrating the
software. Students motivation to learning can be enhanced, they can work collaboratively in
teams. It could provide a problem-centered approach in teaching and learning. Their skills could
be honed. The software can also be used for demonstrating a connection between the theory and
the practice and as well as students actively participate in the learning process. The study also
highlighted some relevant studies on the role of Information and Computer Technology.
In this report by Mckenzie (2008), MATLAB has been recommended to be used as a new
pedagogical model for illustrating and reinforcing mathematical concepts to students at the
Oregon Institute of Technology. This recommendation was for a replacing the existing system of
math instruction. The purpose was to provide interactive demonstrations and visualizations into
mathematics classes. Primarily, two objectives were aimed at, firstly, to demonstrate the link
between the use of MATLAB to the enhancement of the understanding of the math and secondly,
to equip students with the necessary professional software skills in their careers. To make the
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to equip students with the necessary professional software skills in their careers. To make the
efficient use of the new model, the report also recommended creating a website for MATLAB,
integrating teaching of the software as a one-credit course into the math curriculum and also
providing the information on the website about the connection of mathematical contents to
students' specific engineering fields. The report concluded that students' motivation, interest,
their appreciation to the software, communications and critical thinking would be positive.
Computer tools could also be used to overcome math-phobia as termed by Pappert (1993).
Friedrich et al (2008) described the cognitive role of computer technologies such as MATLAB in
the development of students' mathematical reasoning, logic and problem solving skills. The
graphing capabilities of various CAS programs such as Maxima, Scilab, Micro Worlds, Dynamic
and Interactive Geometry as well as MATLAB have been given. The study concluded that the
issue of declining interest in math and in its allied disciplines such as engineering is due to the
lack of well-educated technical experts in cognitive technologies.
In this paper, the author Stanoyevitch (2005) presented the benefits and versatility of
See all › introducing
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69 References incorporated.
2 Figures A detailed description was given on how the implementation of the software could
enhance mathematics courses both from the academic aspect as well as opening up the
employment prospects for graduates. Students could achieve a higher level of learning in
courses like abstract algebra with the incorporation of MATLAB into it. The issues such
licensing the software, using it as an isolated technology, from a minimal lower level to an
advance levels, have also been raised in the study. Some illustrations of its use such as logistics
of air shipping and computation of worst-case-scenario number of a directed network were
provided in detail.
The study by Shi (2004) was aimed at implementing MATLAB as a tool into teaching and
learning of calculus for students majoring in Physics. It was also suggested dividing students
into normal and advanced levels based upon their aptitudes as well as including the group work
for them. The need for the change in the pedagogy was felt due to a host of problems related to
students learning of mathematics. The focus for the normal group of students was given for
learning the basic underlying concepts and principles of mathematics with less emphasis on the
subject’s rigor. The advanced group of students would have the normal course without providing
them the details of the course putting greater self-responsibility for learning. A number of
illustrations of the visualization of the graphs of the mathematical functions were given with
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illustrations of the visualization of the graphs of the mathematical functions were given with
explanation of how they could be used in teaching. The software tool was also recommeded to
be used for enhancing the key concepts such as tangent line of a curve at some point, geometric
interpretation of the definite integral as well as some examples of mathematical modelling. The
study also highlighted the importance of group work and suggested to form a group of 4 to
students to cultivate necessary communication and collaborative skills among them. The
assessment scheme to the new approach was suggested to be in place. The author believed that
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69 References 2 Figures
the proposed new approach would be more student-centered and it would provide necessary
important skills to students.
In this study, Wu (2004) proposed MATLAB to be used as a teaching and learning tool at
the School of Science, Beijing Institute of Technology. The study aimed at improving the
teaching and learning of linear algebra and to equip students with modern computing technology.
The proposal also suggested establishing the website for the course. It was also highlighted that
the software could be used as a data visualization tool to promote deeper understanding of the
concepts.
Dunn et al (2002) used MATLAB for teaching and learning of introductory calculus at the
University of Southern Queensland, Australia. Five MATLAB based graphical interface
programs were used to demonstrate the mathematical concepts such as Newton’s Method,
differentiation and integration. The programs present some unusual and important cases of the
calculus concepts. The authors argued that MATLAB could be incorporated into learning of
mathematics in three ways, namely, firstly as a numerical and graphical tool, secondly as an aid
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mathematics in three ways, namely, firstly as a numerical and graphical tool, secondly as an aid
to learning of ideas and concepts and thirdly to show the procedure or concept in a more
sophisticated way. In this work, the authors have used MATLAB using the third approach. The
main focus of the use of these programs was to demonstrate mathematical concepts rather than
doing a particular task. The study also suggested that the computer technology should be used a
supplement to the traditional teaching and learning.
In this proposal, Kawski (2003) compared the arguments of the integration of MATLAB
with that of the other CAS programs such as Maple and Mathematica in the first year college
mathematics. The author comparatively put forward the argument that integrating a CAS in
mathematics curriculum is much easier than MATLAB due to the pedagogical and planning
related challenges with the later. The study further stated that the traditional calculus is still an
"algebra course" whereas MATLAB provides numeric computing in which "almost everything is
a matrix".
See all › Katende in his unpublished paper reviewed the role of MATLAB and other symbolic
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69 References algebra
2 Figures
systems for engineering mathematics with some illustrations. The study outlined some
of the potentials and challenges in undergraduate engineering mathematics. Illustrations such as
expanding cos(7x), differentiating sin(E^x(x^2+1)) and integration problems were given and
how quickly the algebra systems provided output to such complicated computations. Some
examples of 2-D and 3-D graphical visualization were also provided in the paper. The study
concluded highlighting the need to change the curriculum or the approach to teaching
engineering mathematics.
MATLAB Web Server was proposed to be used in this study by Pester et al (2001) for
electrical engineering and mathematical modeling. The interactive software could be used to
save students' time and to increase their motivation. It could be used for simulation and
visualization of 2 and 3-dimension graphs. A few illustrations of how the software could be used
were given as well as with some advantages and disadvantage of using web-based MATLAB.
Solutions to some network related problems were also proposed.
Markanda (1995) described how the students' version of MATLAB could be used to
compare several direct, elimination, and iterative methods for solving efficiently and with less
calculations systems of n equations in n variables. The illustrations of Jacobi and Gauss-Seidel
methods using the software were given in the paper.
In a study by Dios et al (2012), MATLAB and Learning Management System "Moodle
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In a study by Dios et al (2012), MATLAB and Learning Management System "Moodle
were introduced in the traditional teaching and learning of graduate engineering mathematics
course. The aim was to give students a better understanding of the course contents. The paper
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69 References discussed
2 Figuresthe
mechanism of the new structure of the course including the web-based assessment.
The Learning Management System "Moodle" was created as a virtual learning environment to
work as a pedagogical model. The online quizzes were used using WIRIS, an editor to write
symbols and formulas.
Kovacheva (2008) outlined the main features of many popular mathematical application
packages including MATLAB. The capabilities of these programs for research as well as for
teaching were described briefly.
MATLAB as a Tool for Graphing and Visualization of Mathematical Data and Concepts
One of the greatest benefits of computer technology is the accessibility of the mathematical
concepts through visualization. MATLAB is one of the best known software which contains
mathematical data visualization capabilities, Palais (1999). MATLAB as a visualization tool has
been used in the courses like linear algebra, calculus and differential equations etc. Szurley
(2007) used MATLAB as a visualization tool for applications of linear algebra course. Two
examples of population modeling and one example of Genetics were used in this study. The aim
of the study was to provide students with the graphing capabilities for illustrating the insights
into the material. In an extension of the study, the author created some graphical user interfaces
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into the material. In an extension of the study, the author created some graphical user interfaces
in MATLAB to address students' unsatisfactory responses to the use of the software in an earlier
study. The aim was to provide interactivity and visuals for presenting mathematical concepts.
Palmer (2008) also aimed at visualization of linear algebra concepts through the writing and the
development of simple animation programs in MATLAB. The author claimed that creating
animation programs is possible with little knowledge of linear algebra, no computer
programming experience and without MATLAB’s familiarity. The study concluded that
students' learning of matrices enhanced, however, no students' feedback was given. In a
collaborative project between Swedish and British instructors (two mathematicians and one
didactic expert), MATLAB was used to teach undergraduate engineering mathematics students,
Burton et al (2004). The aims of the project were to support students' visual and graphical
understanding of mathematics and their access to the numerical computation of the course.
See all ›
Individual
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interviews were conducted to get the feedback from students. Their overall feelings
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69 References were mixed on their experience of using the software. To achieve effective software integration,
2 Figures
the study has also provided suggestions such as ensuring clarity in learning goals, adequate
number of MATLAB classes, and the preparation of a manual to support MATLAB
programming by providing necessary reference material on the web. Students expressed their
dissatisfaction with their experiences of using MATLAB as there was too much elapsed time
between two MATLAB sessions consequently students had to learn the material over and over
again. The study concluded that the integration of the software should be planned thoroughly
with enough software documentation. In several studies, MATLAB was integrated into the
mathematics curriculum as an add-on teaching and learning tool. In a slightly different
approach, it was integrated to an interactive "Adaptive Book" system with the aim to
demonstrate the linear algebra concepts and as well as the course's algorithms, Gunawardena and
Jain (2002). The concepts were presented both in the mathematics classroom/laboratory
followed by the software demonstrations. In this study, MATLAB was also used as a drill and
practice tool in which a combination of text and visuals were presented in multiple forms. The
project such as Singular Value Decomposition for performing data compression was based on
practical applications. The study described linear algebra as an ideal course for integrating
technology to enhance the teaching and learning processes. It was concluded that the software
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like MATLAB could provide a good platform for not only visualization but also for numerical
computation.
Stewart et al (2005) used MATLAB to assess the process of students' instrumentation of
See all › technology
See all › in the teaching of mathematics courses. The authors' called the instrumentation as a
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69 References student's
2 Figurestransformation and adaptation of computer technology to the assigned mathematical
task and "it is through the actions and decisions that the student makes that the CAS tool or
artefact is transformed into an instrument". The case study involved first and second year
students enrolled in scientific and engineering disciplines at the University of Canterbury. The
second year students used MATLAB in tutorials and computer laboratory sessions for an
advance linear algebra course. The aim of the software use was to solve problems but the main
focus was to help students with understanding the steps involved in the solution. The data were
collected through a questionnaire in which questions were given relating to students' attitudes to
the use of computers in learning math; use of computers in linear algebra course and some open-
ended questions on the value of computers for the course. Students' feedback to the benefits of
using MATLAB for visualization, conceptualization, and problem-solving was positive. In the
analysis, the study reported three students' types regarding the instrumentation of computer
technology for university mathematics courses. These types were firstly, those who opposed to
the computer work, secondly those who were happy to use computer with a limited
instrumentation, and thirdly those who exhibited too much reliance on the use of computer for
mathematics. The study concluded with the recommendation of the Leigh-Lancaster's view of
achieving the integration of computer technology through the process of having congruency
between curriculum, pedagogy and assessment making it clear that CAS must be specified in the
curriculum, teaching as well as assessment. The assessment in mathematics must be in tandem
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curriculum, teaching as well as assessment. (PDF) Matlab as a Teaching and Learning Tool for Mathematics: A Literature Review
The assessment in mathematics must be in tandem
with its teaching and learning.
In a study, Colgan (2000) described the integration of MATLAB to the teaching of
traditional engineering mathematics course at the University of South Australia. The course
included elementary linear algebra, the differential and the integral calculus. The need for the
software integration was felt due to the decline in the mathematical skills of students entering
into the engineering disciplines. MATLAB was chosen because of two reasons, firstly it was
extensively used in some of the engineering programs at the university and secondly it was
believed to increase students’ employability after graduation. A MATLAB guide specifically
covering the course contents was prepared to incorporate the software into the teaching. This was
considered a major component of integrating software into the syllabus. The software use was
demonstrated in the classroom lectures. The graphing capability of the MATLAB was shown to
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69 References
the students illustrating graphs of functions including features such as zoom on and
2 Figures
multiple
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commands for plotting functions etc. MATLAB was used to improve students understanding of
the mathematical concepts such as limits, continuity, differentiability, multiple representations of
the Mean Value Theorem, Riemann Sums, and finding the volumes of revolution etc. The
methodologies of teaching the course were redesigned keeping in view of the qualities of the
engineering programs mentioned by the professional engineering body of Australia. The
syllabus was rewritten outlining clearly the delivery and the assessment criteria. Weekly five
contact hours were allocated for the course in which three hours of regular lecture, one hour of
tutorial and one hour was dedicated for working with the software. Apart from the software
guide, the syllabus also included the engineering applied examples relevant to the course. The
emphasis throughout the process of technology integration was to enhance students’
understanding of mathematics. The paper also provided some of the illustration of the
engineering examples such as the classical problem of Snell’s Law and the minimization of the
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time in the refraction of light. To inculcate collaborative spirit among students, they worked in
groups of four on MATLAB sessions and the engineering projects/assignments. A part of the
group’s work was performing the analysis of the engineering project and presenting that in the
form of a report. The projects involved the knowledge of the engineering as well as the use of the
mathematical formulas. The study concluded that the course was considered to be the most
successful without providing any data. The author highlighted the need for striking a good
balance between the amounts of time to be spent on MATLAB to the course requirement.
See all › See all ›
Schlatter (1999) described the visualization benefits of using MATLAB in a multivariable
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69 References 2 Figures
calculus for various concepts such as three-dimensional surfaces, contours plots, gradient fields
and parametric curves etc. The software, to some extent, was also used for symbolic integration
and for setting up integrals. The author developed two- and three- dimensional interactive
packages in MATLAB and they were used; firstly to help students in visualization of
mathematical objects and surfaces and; secondly to familiarize them with the use of MATLAB.
The study concluded that the students could cover a more variety of integrals when the software
would be used as a pedagogical tool. Apart from linear algebra and multivariable calculus
courses, the software was also used for teaching concepts such as series convergence and
numerical computation and visualization of power series approximations. Moore (1988) used
MATLAB to teach "Series and Differential Equations" at the Grinnell College. The goal was to
provide graphic visualization through the experimentation of various functions, and numeric
computations for Taylor polynomials approximations, partial sums of power series, definite
integrals and differential equations. Students' used MATLAB-based programs. The study
concluded that the software tools not only widen students' problem-solving ability, insight,
flexibility but also their ability to use them. However, the study has not provided any students'
feedback. In addition to the above studies, the software was also reported to be effective tool in
the visualization of mathematical concepts, (Abdul Majid et al 2012, Puhak 2011, Liang 2009,
Stewart 2005, Henderson 2002, Smits 1992).
MATLAB as a Computational Tool
Another extremely powerful feature of MATLAB is its interactive numerical computation
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Another extremely powerful feature of MATLAB is its interactive numerical computation
environment which is based on the matrix structure. Computational methods and skills of
students in topics such as matrix computation, numerical differentiation and integration, and
differential equations etc. can be enhanced with the use of the software. Particularly, engineering
students need this skill to solve many engineering problems, Canfield (2012). Addabbo (2010)
presented the approach that was used for teaching Introduction to MATLAB course for
engineering students of Vaughn College who had completed calculus as one of the requirements.
The course was divided into two parts; part 1 was related with programming techniques based on
calculus problems, and the part 2 was the study of the numerical solutions of differential
equations studied through linear and non-linear physical models. This approach was developed
to demonstrate the relationship between the pre-requisite courses such as physics, statics,
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69 References dynamics,
2 Figures writing and the vibration with that of calculus as well as to encourage higher order
learning. Several projects such as matrix operations, summing series, Newton's Root Finding
Method, Weather Data, and the numerical integration were given to students. Students were
expected to do projects in groups of maximum three students. Upon completion, they were
required to give a presentation and their performance was assessed on a set criteria. However, the
study has not reported the effects of the approach and no conclusions were drawn. In a similar
study, MATLAB was used for teaching computational modules at Southern Queensland
University, Tonkes (2005). The learning model was developed and integrated for the first year
mathematics courses. The aim of the study was to primarily reinforce traditional mathematical
learning, teaching concepts in numerical math and as well as for engaging students in computer
aided problem solving. The model development included an interactive workbook, web-based
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aided problem solving. The model development included an interactive workbook, web-based
solutions, Graphical User Interfaces and programs developed in MATLAB. The study
highlighted some of the challenges encountered in the integration of the software in the
mathematics curriculum. They were time allocation for the software use, students' efforts in
learning it, numeric nature of the software, its syntax, and differences in the meaning of some of
the signs in computers and math as well as the attitudes of teachers using it. Students progressed
through their use of the software in stages through the single line commands environment
launching MATLAB's GUIs and then to developing their own MATLAB code. All
assignments/exercises and experiments were performed in pairs. The outcome of the study was
assessed through students' feedback survey and the programs downloads log. The students
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demonstrated
2 Figures
an enhanced understanding of math, interaction with the tutors increased, and
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students' retention improved. The model had been reportedly successful from all stake-holders;
students, lecturers, and tutors. Linear Algebra course was among the most popular courses
which MATLAB was used as reinforcement to classrooms lecture. At the University of Sydney,
MATLAB was used as a supplement for teaching an undergraduate linear algebra course,
Henderson (2002). The aims were to familiarize students with basic MATLAB commands so as
to improve their conceptual understanding of the course. In this study, students used MATLAB
to solve 4 to 5 problems in a week over one full semester. The use was mainly towards
mathematical exploration, visualization of graphs and multiple representations of mathematical
concepts. The study recommended maintaining an appropriate balance between the use of the
software for learning mathematics and the traditional learning of mathematics. The data were
collected through a questionnaire which contained both open-ended and closed-ended questions.
The feedback to students' attitudes toward mathematics have also been discussed. The study
reported positive and negative views toward the use of the software for learning mathematics.
The software had also been used to study some mathematical functions such as Weirstrass
function and to study numerical approximation of ʌ, Feng (2011). In this study, the author has
also used the software for testing the convergence of an infinite series using ratio test, root test
and the integral test. Liang 2009, Burton 2004, Gunawardana 2002, Smits 1992, & Moore 1988
have also reported the benefits of using MATLAB as a computational tool.
The positive impact of computer technology on students' learning and performance has also been
examined and reported, Abdul Majid et al (2012), Strayhorn (2006), Kulik & Kulik (1991)
Abdul Majid et al (2012) have used MATLAB as a supplement for teaching Integral Calculus
course to 77 engineering students at the University of Ha'il. The study aimed at firstly, to
enhance students' conceptual understanding, their performance in mathematics and secondly, to
foster positive attitudes towards mathematics and attitudes toward the computer technology. The
case study involved an experimental group and a control group. Among the important objectives
of incorporating the software were to address the declining mathematical skills of students
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needed for their core engineering courses as well as establishing a smooth transition to the upper
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69 References 2 Figures
level courses. The software had been used for a number of instructional objectives such as for
visualization of graphs of mathematical functions, for identifying and exploring mathematical
patterns in evaluating definite integrals, for multiple representations of a mathematical concept,
and as well as for computation. The study reported the positive effects on students' math
achievement compared to the performance of control group of students in the final examination.
The conclusions drawn from the study were that the integration of MATLAB could be effective
through the appropriate instructional design combined with students using the software in groups
of 2-3. The integration of MATLAB has also been reportedly positive on students' performance
in mathematics with "Moodle" an e-learning management system. The MATLAB was integrated
with Moodle as a supplement to the classroom lecture for teaching calculus to undergraduate
students in Geodesy at the Vienna University of Technology, Judex et al (2008). The blended
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teaching and learning approach was used to address the issue of students' lack of interest in
mathematics and their weak background in the subject. To integrate MATLAB into the course,
the software was used as an instructional tool and its basic course was included into the exercises
of the mathematics courses. Specifically, the software was used for the large geometric
mathematical drawings used in the geo science. Over 90 examples were developed and were
made available via "Moodle" for students. The blended approach proved to be successful for the
presentation of the heavy calculus course contents in a short time without sacrificing the true
comprehension of the course. It enhanced the quality of lectures, improved students average
grades as well as their programming skills.
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69 References The integration of MATLAB would not only provide students a familiarity with
2 Figures modern
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learning tool but also an added advantage in their careers. The linear algebra course is among
the most popular courses in which MATLAB has been integrated in its teaching. Smits et
(1992) described the impact of the use of MATLAB on mathematics achievement of the first
year linear algebra students at the Eindhoven University of Technology. A detailed overview
was given on how the course contents were presented in lectures and tutorials. In their study, the
first nine weeks of the term, linear algebra was taught in which a 3-hour lecture with a tutorial
were given. During the second half of the term, the course primarily focused on eigenvalues and
eigenvectors followed by the last 3-weeks of the course on ordinary differential equations.
MATLAB was used for time-consuming calculations, for motivating students, the interpretation
of the row-echelon form, for doing more practice with the problems, for illustrating some aspects
of the theory, geometric interpretation of the matrix of a linear transformation, and for
introducing unknown techniques or concepts. Students played an active role in learning,
conjecturing through guided experiments, and acquainted themselves with the real use of the
mathematical techniques. An analysis of the results revealed that students' performance was
better in the first term compared to the second term due to the complex nature of the concepts
dealt with in the second. The study described the positive effects of the use of the software on
students' performance as well as on equipping them with modern computing skills.
MATLAB as a Tool for Fostering Positive Attitudes Towards Math, Math Confidence, and
Enhancing Motivation Towards Learning Math
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Attitudes are defined as positive or negative emotional dispositions, McLeod, D. B. (1992) &
Aiken (2000). Students' attitudes toward mathematics are complex and a number of measurement
tools and constructs are reported in the literature. According to Willis (1995), "Human-computer
interaction is a complex phenomenon and the attitudes and feelings involved with this
relationship are difficult to identify" and the author has also reported the positive attitudes
towards computer technology. This positive change in attitudes also reported to have motivated
students in mastering the necessary computer skills quickly. Confidence in learning mathematics,
mathematics anxiety, and perceived usefulness of mathematics as the most frequently studied
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69 References
and identified affective variables associated with student achievement in mathematics,
2 Figures
Reyes
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(1984). One of the strategies indicated by Bretscher (1989) is the use of a computer lab with
tutors providing individual instruction and hands-on practice in concepts and skills. This
strategy may help enhancing students' motivation and overcoming their math anxiety. The
computer technology fosters positive attitudes towards mathematics, Lim et al (2009), Yashau
(2006), Ocak (2006) & Gorev et al (2004), Cretchley et al (2000), increases students confidence
in math, Brake (2007) and as well as it enhances their motivation towards learning math, Puhak
(2011) & Carol (2012) .
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Yushau (2006) used a blended learning approach in which MATLAB was used as a learning
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by 70 pre-calculus students at King Fahd University of Petroleum & Minerals. Students used
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69 References MATLAB
2 Figures in weekly computer lab sessions. Some related online learning resources were also
provided to students. The study was conducted over a semester and the pre- and post-study
students' attitude towards mathematics and computers were examined. The concluding results
reported a statistical significance of students' positive attitude towards mathematics and
computers. The use of technology had reportedly positive effects on students' attitudes for
variety of courses such as single and multivariable calculus and courses which require solid
background in mathematics such as engineering and technology. However, some studies such as
the one on mathematical modeling by Lim et al (2009) reported no change in students' attitudes.
In this study, the effects on students' attitudes were examined when applied mathematical
modeling project was introduced with MATLAB. The project was concerning the volcanic ash
fall after an eruption. The study involved third year students of Earth Science at the National
Taiwan Normal University. It aimed at assessing students' attitudes towards mathematics in the
pre- and post-modeling project. Some of the anticipated benefits of the projects were making the
learning of the course interesting, providing a link between mathematical theory and the practical
applications thereby reinforcing the bond with the real world, in addition to the fact that the
computer modeling is cheaper as it does not require expensive equipment. The partial
differential equation of the advection-dispersion model was used for the study. Due to the time
constraints, students were involved only in the graphical interpretation of the solution by writing
programs in MATLAB. The study highlighted that for practical purposes, the experts require the
graphical interpretation of the solution rather than the methods which are employed. Students
were also required to orally present and report their findings. Data were collected through pre-
and post-study questionnaires and the post-study semi-structured individual interview with 7
students to assess their attitudes towards the project. Questionnaires consisted of four categories
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students to assess their attitudes towards the project. Questionnaires consisted of four categories
of questions relating to students beliefs, usefulness, enjoyment and anxiety. The study, however,
concluded that there was no significant change in the attitudes of students due to a relatively
short period of time. Nevertheless, students' enjoyment and interest towards the project and the
use of MATLAB had reportedly positive.
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Computers have also been used for motivating students toward mathematics and their use
reportedly had positive impact. Puhak (2011) used MATLAB as a teaching tool to enhance
students' motivation and understanding of applied mathematics. The method used for the
implementation of the software included choosing one traditional calculus concept, using its
application in related areas, performing related calculations for enhanced understanding, and
dealing with associated questions to further students comprehension. This method was illustrated
with the example 'Center of Mass' with details of the role of MATLAB in the activity with the
needed programming code and its visualization. The study has not used the formal measurement
techniques, but recommended, to assess the effects of the use of the approach on students'
learning. However, routine course evaluations and volunteered feedback were received. In
another study by Carol (2012), MATLAB was used for students of Sports Technology who were
enrolled into a first year mathematics course at Loughborough University. The aim of the study
was to enhance students' motivation and engagement towards learning of mathematics through
the introduction of appropriate sports-related group projects and applications. The need for the
study was to address the problem of students' lack of engagement and motivation in the learning
of mathematics, their poor attendance and high failure rate. An electronic voting system was also
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of mathematics, their poor attendance and high failure rate. An electronic voting system was also
used to increase students' engagement and interaction with the lectures. The study highlighted
the importance of the group projects and the use of the computer software for realistic problems
for engineering students. The author compared the outcome of the initiative which included
students' attendance record, motivation and their post-study results with the previous historical
data. In the post-study analysis, the students' attendance had reportedly increased compared to
the previous data. This increase was attributed to the change in the tutorial classes from the
See all › traditional
See all › math tutorial to the tutorial held in the computer laboratory where the active learning
69 References took place. The change was also evident in their quality of work and the feedback givenDownload citation
2 Figures through Share Download fulltext PDF
the questionnaire. Moreover, a noticeable jump of 33% in the students' success rate was reported.
However, the study lacked the control group.
Brake (2007) used MATLAB with the aim to increase the math self-confidence and the
math ability of freshmen engineering technology students at the School of Engineering
Technology, Eastern Michigan University. The software was used to see if this could improve
students’ learning. The author believed that self-confident students could be transformed from
novice learners to expert learners and MATLAB would increase that self-confidence in them in
analyzing problems in mathematics. In this study, the researcher taught two sections of ET 100,
Introduction to Engineering Technology, a freshmen engineering pre-requisite course for
electronics engineering technology, mechanical engineering technology, and computer
engineering technology. MATLAB was introduced into the curriculum, not just as a tool, but to
be able to solve engineering problems. The number of students enrolled in this course was 38. A
survey was carried out to obtain demographic information as well as data on students past
mathematical training including how confident they felt in solving two rather difficult problems
relating to finding roots of numbers and applying the math to a real world. A second survey was
conducted at the end of the semester and a record of quiz, midterm and final grades on specific
questions using MATLAB was kept. Since one of the goals was to turn the inexperienced
students into expert learners, it was found that graphing helped many students learn to think
more deeply about problems, however, further interpretation skills could not be enhanced due to
the insufficient time of using the software. Nevertheless, this study touched upon a very
important issue of incorporating computational package into the learning of engineering
technology course which requires a thorough understanding of underlying mathematical
principles. There are some issues unaddressed relating to the low class size of students, improper
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principles. There are some issues unaddressed relating to the low class size of students, improper
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69 References 2 Figures
body had comprised of a diverse group, on-campus and distance learners, registered in the first
semester Algebra and Calculus course. MATLAB was used in lectures, tutorial and assignments.
In order to develop mathematical concepts and necessary skills, tasks were designed and a
MATLAB manual was written. The use of the software was demonstrated in lectures and on-
campus students attended weekly two-hour small group tutorials conducted by tutors and the
distance learners used scheduled tutorial on telephones, emails and newsgroups. To encourage
and motivate students, small prize money was announced. The data collection instruments used
were a pre-study diagnostic test, two post-study examinations, questionnaires related to
MATLAB-based assignments, interviews and focus groups, and a pre- and post-study survey
questionnaire. The study reported that students’ appreciation of the use of the software gradually
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2 Figuresover time and their ease of use developed as they overcome frustration and Download citation
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The assessment of students’ knowledge was based on an open book examination without the use
of the computers to maintain equity. Students were not examined on their knowledge of the
software. Pre- and post-study tests and assignments were conducted to evaluate students’
mathematics learning experience, their opinions, skills and interviews were also conducted
through focus discussion groups and case studies. Students’ opinions were sought on categories
such as their learning of mathematics, their experience of using computer software in the
learning of mathematics, and self-efficacy in math. MATLAB based tasks particularly
explorations were reportedly successful and students reported their positive experiences such as
visualizing and computing areas under curves, and the concept of definite integral by taking
Riemann sums. The study also reported a wide acceptance, by both on-campus and external
students, of the use of technology as an aid for learning and, in particular, of MATLAB as an
appropriate software package. The authors reported a strong positive reaction to the experience
of using MATLAB to support students learning of mathematics where inculcating motivation
towards the study of mathematics many a times is a hardest job. Another motivating factor
towards the use of the MATLAB was students’ need and importance of its familiarity would help
in their relevant engineering subjects. The software’s graphical capacity, power and novelty were
much appreciated by students. Other features students liked were MATLAB’s speed in
performing computation with ease, clarity in understanding through explorations, and use the
software as a technology check for confirmation of their answers. MATLAB was favoured over
graphing calculators due to the computer power with large screen and 3-D graphing capacity.
Several others studies have also reported the benefits of using the software as a tool for
increasing motivation (Pennel 2009, Ohrstrom 2005, Smits 1992) and fostering positive attitudes,
Abdul Majid et al 2012.
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Han (2008) used MATLAB to teach elementary linear algebra to a class of 23 students at the
Eastern Michigan University. Three software-based projects and some homework assignments
See all › problems
See all › were given to students. This innovation was used as a supplement to the traditional
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69 References method of instruction and its aim was to examine students' perceptions of its usefulness
2 Figures in
learning the course material. The approach provided an opportunity to students to solve real-
world application problems. MATLAB was chosen to be the right choice over the other software
due to its wide popularity in science and engineering, interactive calculations, visualizations
capabilities together with its broader applications and audiences. A MATLAB manual was
written and the tutorial sessions were held to familiarize students of its use. The three projects
designed for the study were; firstly the application of Gaussian elimination, secondly inverse
computing methods to solve large linear systems of equations, solving linear systems using
Cramer's rule and thirdly the application of the singular value decomposition method. Students
performed these projects individually and as well as in groups of 2 to 3. Students' feedback was
received through a survey using yes/no types of questions and their opinions were also taken.
More
than 57% 3/4th ofthat
thanthought thethe
students expressed
software theirinoverall
helped them satisfaction with the software and more
their learning.
Chapin et al (2004) supplemented MATLAB with the standard calculus course for giving
simple homework assignments to students at Ohio University. The authors outlined three
categories, integrated use, project format and textbook add-on, of the uses of technology in the
literature. They, however, implemented the use of the software for simple assignments for
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making its application easy and practical for both students and instructors. The study highlighted
the incorporation of the technology through firstly, use of simple and basic calculations;
secondly, giving very clear instructions on assignments; and thirdly, giving very clear and
See all › concise technical information. In conclusion, the authors proposed the use of software
See all › in
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69 References undergraduate
2 Figures mathematics courses for simple homework and included a sample MATLAB
assignment. The study has not discussed its effects on students learning.
Horwitz (2002) described collaborative engineering and science projects between
mathematics and engineering departments for the purpose of enhancing first year differential and
integral calculus courses. Students used MATLAB in projects individually and in teams and
some real data were used. The first semester projects were Hydraulic Engineering, designing a
pipeline with minimum cost, optimization of irrigation channel and the second semester projects
were Exponential Decay, Skydiver free fall, Wrecking ball, and the Automobile velocity data. A
students survey was carried out and they were asked to rate the projects on the scale of 1 to 5.
Students reported some complains on the difficulty level of the projects. Some variation was
observed in the comments of students belonging to engineering disciplines compared with the
science majors. In addition, some students did take part in the projects but did not fully
understand the mathematics involved. The study concluded firstly that the students' motivation
for doing projects did not seem to have increased at the end of the study, secondly, they were
simply involved in the project without themselves understanding the process, and thirdly, in
depth project understanding could not be achieved due to the pressure of covering the regular
syllabus of the courses. The authors suggested offering one extra credit hour course which could
enhance the calculus program. The positive feedback was received from students as they
enjoyed doing the projects with MATLAB and they saw a connection of mathematics with the
real world. A thorough understanding of mathematical concepts with their applications in
engineering and science proved useful to students.
Szurley (2011) discussed the application of MATLAB for providing simulation to the
projects involving solution of Differential Equations. The modeling projects involved the
simulation of the industrial process of film casting and the conduction of heat. The projects were
aimed at exposing students to real world applications, familiarizing them with MATLAB,
demonstrating the need for numerical computation, and providing the necessary presentation
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skills. The study reported positive responses from students about real-world applications and in
general considered a success. However, the use of MATLAB and the numerical schemes were
not much favoured by them. In another study, the author incorporated MATLAB within
mathematics courses at Francis Marion University. MATLAB was used for Calculus III projects
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involving
2 Figures
numerical solutions and also for understanding the software's programming concepts.
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The projects involved L'Hopital Rule, improper integrals, sequences, power series, Taylor and
Maclaurin series and as well as Linear Programming and Linear Algebra. The study concluded
that students' responses were not very positive about the use of MATLAB partly due to non-
graphical interfaces provided to them but in the long run this exposure was believed to help
them. The future plan was set up to develop interactive graphical interfaces.
Hailan et al (2012) highlighted various benefits of using MATLAB in applications of
engineering as an innovative and scientific tool. The author illustrated with examples of how the
software could be used as a tool for exploration and experimentation in courses like linear
algebra and higher mathematics. The software's commands for finding reduced row echelon form
and solving linear equations are used with examples including examples from statistics. Some
applications in textile engineering and textile materials have also been given in this paper.
traditionally taught Differential Equations course for the students of engineering majors. The
need for innovation was felt due to the fact that most engineering students were unaware of the
relationship between mathematics courses and the their core engineering courses as well as the
See all › See all › of mathematics in their careers as engineers. The new interdisciplinary project was
importance Download citation Share Download fulltext PDF
69 References 2 Figures
designed in collaboration between mathematicians and engineers in an attempt to overcome
students' lack of motivation towards mathematics and to address their poor retention of the
material. The lack of engineering-orientation in the traditional teaching of a course like
differential equations was highlighted. For instance the main focus was given on techniques for
generating solution formulas. From the practical engineering application view point, the system
under consideration was to understand how it responds to classes of inputs. The methods of
incorporating engineering points of views of first and second order differential equations were
given through the illustrations of circuit series, a mass-spring system and the Laplace transform.
For students to investigate the behavior of the systems, authors prepared a brief theoretical
description together with the software tool developed using MATLAB and its allied toolboxes.
MATLAB's GUI was prepared for students to interactively investigate various plots and
behaviors of the systems. No feedback on the approach has been given.
Naimark (2002) pointed the problems of a lack of connection in mathematics curriculum
with the engineering disciplines which are applications oriented. The author alternatively
presented the argument of what he called modernizing the mathematics courses by introducing
modern computing-based applications by incorporating MATLAB. Mathematics syllabus should
be viewed and taught as a central concept and a unified picture, "concepts as unifying vehicles".
The illustrations of the use of MATLAB's Polyfit, MATLAB's view and Fourier Transforms
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The illustrations of the use of MATLAB's Polyfit, MATLAB's view and Fourier Transforms
were given. The linear Algebra course was taught using MATLAB in this study. Some of the
software-based applications were the visualization of parametric equations, matrix of Linear
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Operator,
2 Figures
matrix multiplication, Gaussian elimination method, rotations, projections, eigen-
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values and eigenvectors etc. The study highlighted some pedagogical benefits of the new
approach such as making the theory more transparent; students could concentrate on the structure
of operations and as well as an additional method of memorization of concepts and procedures
for students. The effects of the modern approach enhanced students understanding. The course
objectives were achieved through the internalization of the central concept of the general linear
operator. The use of the equality of inverse matrices, systems of linear equations, and the
associative property of matrix multiplication improved students learning. Some of the challenges
noted in the study were: the amount of time required for MATLAB-based exercises,
instantaneous rectification of students' errors and the delay caused in teaching concepts like
determinants and eigenvectors.
In a study by Brown et al (2012), MATLAB has been used as a complementary tool to the
traditional lecture for exploring mathematical concepts for the 1st year Electrical Engineering
students at the University of Manchester. The introduction of the software was to provide
mathematics contextually to see the connection with engineering concepts and to do calculations
with varied parameters. Students used the software notebooks developed in Mupad-MATLAB.
The study has not described the effects on students learning.
Talbert (2011) used MATLAB to teach problem-solving techniques to first-year Liberal Arts
students who were enrolled in Calculus III at the Franklin College. Students spent most of the
classtime doing hands-on lab exercises, watching video lectures and completing online tutorial
work. The inverted classroom model was used in this study. This model provided students the
ability to learn on their own and to apply new concepts. Students took some time adjusting to the
innovative learning model, however, their feedback was reportedly positive.
Legua et al (2001) in their study provided a comparison of the use of DERIVE, Mathematica
and MATLAB to solve the line integral, an engineering mathematical problem. The aim of the
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study was to harmonize the use of the software with the teaching of mathematics at the Escuela
Universitaria de Ingeniera Tcnica Industrial. A comparison of how the line integral concept
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could be explained using DERIVE, Mathematica and MATLAB was given with screenshots.
2 Figures
The
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study concluded the DERIVE software as the most efficient of the other programs for evaluating
line integrals. The study has not reported the effects of the use of this approach in the classroom
teaching.
Nyondo (1992) used MATLAB as a problem-solving tool for teaching some topics in linear
algebra course at The Papua New Guinea University of Technology. The software was used to
reinforce theoretical concepts taught in conventional lectures. The instructors had designed
exercises and problems appropriate to the level of the course and suitable to the students'
engineering specialization. The emphasis was also given on using MATLAB and mathematics as
problem solving tools for engineering. Using the software, students practiced a variety of
problems through experimentation. The study, however, has not reported the effects of the use of
MATLAB on students' learning.
Conclusion
In this review, we have shown the different ways in which MATLAB was used as a teaching and
learning tool for mathematics. It has been used as a tool for the visualization of the graphs of
mathematical functions, computation, problem-solving, increasing motivation and self-
confidence and as well as fostering positive attitudes toward mathematics. However, a number of
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confidence and as well as fostering positive attitudes toward mathematics. However, a number of
factors need to be taken into consideration concerning the technology integration in the teaching
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learning of mathematics as highlighted by Schneider (2000). A vast majority of studies have
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69 References 2 Figures
used MATLAB as a supplement to the traditional teaching and learning of mathematics.
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