BMTS103
Digital Algebra

MQF Level: 6

ECTS Value: 4 ECTS

Self-Study Hours: 24

Duration: 8 Sessions

Contact Hours: 10

Mode of Delivery: Blended

Assessment Hours: 16

Entry Requirements

Applicants applying for the module are to be in possession of the following: 

1  An MQF Level 3 (minimum Grade 5 or C) in Maltese, English Language and Mathematics awarded by MATSEC or an equivalent examination body recognised by the IfE

AND

  1. A minimum of one of the following: 
  2. a) An awarded MATSEC Certificate or equivalent (MQF Level 4) with a Grade C or better in Mathematics at Advanced Level; OR
  3. b) Three subjects at advanced level (MQF Level 4) including a Grade C or better in Mathematics and another subject, and at least a Grade D in a third subject; OR
  4. c) Two subjects at Advanced Level (MQF Level 4) at Grade C or better including Mathematics, and three intermediate subjects with a minimum Grade D. 

Overall Objectives and Outcomes

The use of Information and Communications Technology (ICT) in education is more important today than ever before. The ubiquitous nature of ICT is unavoidable in everyday life. However, the use of ICT for mathematics teaching and learning, is either done superficially or not at all. This module exposes learners to the potential of ICT to work out and help others learn algebra. Digital Algebra makes use of a range of ICT tools, including computer software, AI tools, mobile phone applications, and the calculator. Proficiency in the use of such tools is paramount for all mathematics educators, not to use ICT for the sake of using it or to simply present knowledge more attractively, but to make use of ICT to teach algebraic concepts in a way that could not be done otherwise.

By the end of this module, the learner will be able to:

  • cooperate with the mathematics head of department to determine which ICT tools could be used to facilitate the teaching and learning of algebra;
  • contribute to the development of a school mathematics curriculum with particular emphasis on algebraic learning outcomes which could benefit from the use of ICT;
  • participate in the evaluation, review, and/or creation of school policies about the use of ICT in education
  • Use Wolfram|Alpha or similar engines to investigate complex algebraic identities such as converting a fraction into a sum of partial fractions, and to solve algebraic problems such as differentiating or integrating a function;
  • Use Grid Algebra to link the processes involved in building a numeric or algebraic expression to the operations involved in that expression, with particular emphasis to the BIDMAS rule;
  • Apply MS Office Excel spreadsheets work out problems on sequences and create Excel documents which could solve linear and simultaneous equations;
  • Apply an AI software tool to a wide range of algebraic problems and investigate the validity of the solutions it generates;
  • Use Photomath to investigate algebraic equations, including graphical solutions;
  • Use all the features of scientific calculators which have to do with algebraic problems, such as the Table, Equation, and Matrix functions.
  • Identify the functionalities and applications of Wolfram|Alpha as a Computer Algebra System (CAS) recognising its role in performing symbolic computations and exploring algebraic expressions;
  • Demonstrate knowledge of Grid Algebra software including its capabilities to connect arithmetic concepts with algebra;
  • Comprehend the use of MS Office Excel spreadsheets for solving algebraic problems and use its features for manipulating data, performing calculations and visualising algebraic relationships;
  • Gain familiarity with the Photomath mobile application recognising its ability to solve algebraic equations and how it can be used as a learning aid to reinforce algebraic concepts and problem-solving techniques;
  • Identify the potential of AI tools like ChatGPT in the step-by-step explanation of algebraic problems appreciating its usefulness in breaking down complex problems and guiding learners through the solution process;
  • Acquire knowledge of modern scientific calculators and their capabilities in investigating and analysing algebraic functions, including their use in solving equations, graphing functions, and exploring algebraic properties.
  • use online platforms such as Wolfram|Alpha to investigate algebraic identities and solve algebraic problems;
  • Use computer software such as Grid Algebra to investigate the processes and operations involved in numeric and algebraic expressions;
  • Apply MS Office Excel spreadsheets investigate numerical patterns and solve equations;
  • Utilise the mobile application Photomath to verify the solution of algebraic problems;
  • Use an AI software tool to generate solutions of algebraic problems;
  • Make full use of modern scientific calculators to investigate quadratic funcitons and solve simultaneous and polynomial equations.

This module will be assessed through: Lesson Plan, Presentation and Resource Pack.

Core Reading List

  1. Aldon, G., & Trgalová, J. (2019). Technology in Mathematics Teaching. Springer. http://books.google.ie/books?id=URegDwAAQBAJ&pg=PA82&dq=Photomath&hl=&cd=7&source=gbs_api
  2. Alexander, M., & Kusleika, D. (2022). Microsoft Excel 365 Bible. John Wiley & Sons. http://books.google.ie/books?id=KihfEAAAQBAJ&printsec=frontcover&dq=Microsoft+Excel+2019+Bible:+The+Comprehensive+Tutorial+Resource&hl=&cd=2&source=gbs_api
  3. Hastings, C., & Mischo, K. (2020). Hands on Start to Wolfram/Alpha Notebook Edition. Wolfram Media. http://books.google.ie/books?id=3sC_zQEACAAJ&dq=Hands-on+Start+to+Wolfram%7CAlpha+Notebook+Edition&hl=&cd=1&source=gbs_api
  4. Steffee, J. (1997). Spreadsheet Activities to Build Math Skills. South-Western Educational Pub.

Supplementary Reading List

  1. Conklin, W. (2009). Differentiation Strategies for Mathematics. Teacher Created Materials.
  2. Grid Algebra v1.1. https://gridalgebra.com/
  3. Hewitt, D. (2016). Designing educational software: the case of Grid Algebra. Digital Experiences in Mathematics Education, 2(2), 167-198. doi: 10.1007/s40751-016-0018-4
  4. Maddux, C. D., & Johnson, D. L. (2006). Type II Applications of Information Technology in Education. Computers in the Schools, 23(1-2), 1–5. https://doi.org/10.1300/j025v23n01_01
 
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