Teaching Mathematics with Technology

Aye Pyone
Professor
Department of Mathematics
Panglong University
16.4.2022
Abstract: It is difficult to understand the concept of in theory of mathematics.
Technology can play an important role in mathematics education. It allows to better
capture the attention of the students. One of the most powerful computer programs is
Maple. Maple provides opportunities to explain classical mathematical concepts in a
practical and effective way.
Introduction
As a picture is worth a thousand words, we encourage the integration of Technology in Mathematics
Education. The use of Technology in education offers the best learning and keeps students focused
when the concept is difficult or the computation by hand is complicated. One of the most powerful
computer systems is Maple. Maple is powerful tools that can perform numerical calculation, plot
graphs and manipulate symbolic expressions. The aim of this presentation is to present, using Maple,
three topics in Calculus: limit, Riemann sum and the solid revolution.

1. Limit
Suppose f (x) is defined when x is near the number a . Then we write
li m x → a f ( x ) =L
and say “the limit of f (x), as x approaches a, equals L” if we can make the values
of f ( x) arbitrarily close to L by restricting x to be sufficiently close to a (on either
side of a ) but not equal to a .

Suppose f (x) is defined when x is near the number a . Then we write

li m x → a −¿
f ( x ) = L¿

and say that the left-hand limit of f (x) as x approaches a is equal to L if we can
make the values of f (x) arbitrarily close to L by restricting x to be sufficiently close
to a with x less than a .
we write
li mx → a +¿
f ( x ) = L¿

and say that the right-hand limit of f (x) as x approaches a is equal to L if we

can make the values of f ( x) arbitrarily close to L by restricting x to be sufficiently
close to a with x greater than a . By comparing these definitions, we see that the
following is true.
li m x → a
+¿
f ( x ) =li mx→ a −¿
f ( x )=L ¿ ¿ if and only if li m x → a f ( x ) =L.
We now calculate the limit of function by using the command limit in Maple. We find
the left and right limit of functions by graphs of these functions. We draw the graphs
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of functions the plots package with the command with. Then we use the command
plot.
>limit(1/x,{x=0});
undefined
> limit(1/x,{x=0},right);

> limit(1/x,{x=0},left);

>plot(1/x,x=-2..2, color=blue,thickness=2,discount=true);

>plot(tan(x),x=-3*Pi/2..3*Pi/2,color=red,thickness=3,discont=true);

lim ¿ lim ¿
From the figure above we get x→
π
+¿
tan (x)=∞ ¿
and x→
π
−¿
tan( x)=−∞ ¿
.
2 2

>f:= piecewise(-1<x<=0,1,x=0, 0, 0<x<1,x, x>=1,2);plot(piecewise(-1<x<=0,1,x=0,

0, 0<x<1,x, x>=1,2), thickness=3, color=red, discont=true);
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From the figure above, we get lim ¿, lim ¿, lim f ( x) does

and x→−1
+¿ −¿
x→−1 f (x)=1 ¿ x→−1 f (x)=0 ¿
not exist.
We now calculate the limit of sequences.
A sequence {an } has the limit L and we write
lim an =L
n→∞

or a n → L as n → ∞ if we can make the terms a n as close to L as we like by

taking n sufficiently large. If nlim
→∞
an exists, we say that the sequence converges.
Otherwise, we say the sequence diverges.
(−1 )n
Example: Use Maple to find the value of the first 10 terms of the sequence { }.
n
Draw the graph and find the limit of of this sequence.
We use the command seq to find the first 10 terms. To draw the graph we use the
package plots and the commands with and pointplot.
>seq((-1)^i/i,i=1..10);

>with(plots):poinplot({seq([i,(-1)^i/i],i=1..50)},symbolsize=15,color=blue);

(−1 )n
From the figure above, we get lim =0.
n→∞ n
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2. Riemann Sum
Riemann sum is a method for approximating the area of the region between the
graph and a function f (x) and the x -axis. The method was named after the German
mathematician Bernhard Riemann and consists on subdividing the area under the
curve in n subintervals of equal length. The area under the curve is given by the sum
of the areas of the rectangles in each subinterval.
Example:
Estimate area under f ( x )=( x 2+ x+1) on the interval [−1,3] using Riemann Sum. Use
Maple to calculate this area and to visualize this area. Subdivide the interval into 20
subintervals.
Solution:
First we need to define the f unction f in Maple and download the package student
using the command with. This package allows us the use of the commands leftbox,
leftsum, rightbox, rightsum, middlebox and middlesum. After we subdivide the
interval [ −1,3 ] into 10 subintervals of equal length, we get three possibilities:
a. Left: The height of the rectangles in each subinterval to be used for the area is the
value of the function at the left of each subinterval. We then use the command
leftbox to get the graphic of Riemann sum. And the leftsum command to the get
the value of this sum.
>with(student):
> f:=x->x^2+x+1:
>leftbox(f(x),x=-1..3,10,color=RED);

>leftsum(f(x),x=-1..3,10);

>evalf(%);
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As we can see on the graph this sum underestimates the area.

b. Right: The height of the rectangles in each subinterval to be used for the area is
the value of the function at the right point of each subinterval. We then use the
command rightbox to get the graphic of Riemann sum. And the rightsum
command to the get the value of this sum.
>rightbox(f(x),x=-1..3,10,color=RED);

>rightsum(f(x),x=-1..3,10);

>evalf(%);

As we can see on the graph this sum overestimates the area.

c. Middle: The height of the rectangles in each subinterval to be used for the area is
the value of the function at the midpoint of each subinterval. We then use the
command middlebox to get the graphic of Riemann sum. And the middlesum
command to the get the value of this sum.
>middlebox(f(x),x=-1..3,10,color=RED);

>middlesum(f(x),x=-1..3,10);
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>evalf(%);

For this example, the middle sum is the best choice for approximating the area.
The Riemann sums perfectly show how technology can better illustrate some
difficult concepts than drawing by using pencil and paper. This is also true for other
examples.
3. Solid of Revolution
The solid generated by rotating (or revolving) a planar region about an axis in its
plane is called a solid of revolution. Solids of revolution are created by rotating
curves in the xy plane about an axis, generating a three dimensional object. We wish
to study are their graph and volume. We use Maple to design shapes by revolving
suitable functions about x -axis or y -axis. We first need the package
student[calculus1 ] then we use the command VolumeOfRevolution to design the
desired shape.
>with(Student[Calculus1]):
>h:=x->(2+x*sin(2*x))/(2*x^3+3);

> plot(h(x), x = -5 .. 5, y = -2 .. 2, thickness = 3, color = blue, discont = true);

>VolumeOfRevolution(h(x), x = -2 .. 2, axes = none, output = plot, volumeoptions =

[color = aquamarine]);
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>k:=x->piecewise(x<-6,1/2+x+10,x<-3,1,x<6*Pi,sin(x/2)+2,x<25,x-15);

> plot(k(x),x=-20..20,thickness=3,color=red);

>VolumeOfRevolution(k(x),x=20..20,axes=none,output=plot,volumeoptions=[color=
aquamarine]);
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Conclusion:
Maple provides to understand the difficult concepts of mathematics for students.
Calculating by hand takes along times but Maple takes save time. Also, packages and
commands in Maple are easy to understand. Algebraic calculations of limits of
functions take along times and have errors but can be obtained by pictures of
functions. Drawing pictures by hand not smart but these can be plotted in Maple. Thus
Maple provides facilities such as powerful numerical techniques and Riemann sums.
However Maple or any other technology cannot replace theory. Students can be
illustrated examples by using Maple to understand mathematical theory. Thus,
Technology partakes in teaching and learning mathematics.
Acknowledgements
This paper has benefited from all of our teachers and colleagues who gave
generously of their time and expertise. My special thanks to our parents and all
brothers and sisters who give patiently support throughout our life.
References
[1] S. Khouyibaba, Teaching mathematics with technology, Procedia Social and Behavioral Sciences 9 (2010) 638–643.
[2] J. Stewart, D. Clegg anf S. Watson, Calculus, 9th Edt., Cengage Learning,UK., 2021.