![]() Students can use the printed material containing the process of their calculations and deductions in classroom also after school repeatedly.The modification of the former figure can be directly reflected to the latter figure.The figure on Cinderella screen and that on PDF output are completely the same.Also by using the latter figure on PDF printed output, students can deduce the precise formula through paper and pencil based calculations. Through such “experiments”, students can understand that the background mechanism of the formula is valid in any case. ![]() When the former figure on Cinderella screen is displayed, the functions f(x) and g(x) can be modified interactively. ![]() If you find any points to be corrected in the final PDF output, you only need to modify the commands in the Cindyscript file.įor example, materials in Figure 3 were used to explain the background of some formula in the integration of quadratic functions.įigure 3. These Scilab and TeX procedures can be executed through simple batch processing (as shown with dashed arrow). Cinderella-embedded KETCindy commands generate additional TeX source code and files (with the aid of Scilab-KETpic procedure), which are subsequently compiled in TeX in the usual manner. Once KETCindy is loaded, users are requested simply to execute commands in Cindyscript (the scripting language for Cinderella) in order to plot mathematical data. The procedure to generate final TeX (PDF) output with high-quality graphics is summarized in the diagram of Figure 2 (KETCindy cycle). In this presentation, we will show some effective samples produced with KETCindy and the procedure to generate them. Since TeX is one of the most popular tools to edit printed teaching materials in collegiate mathematics education, we developed KETpic, a macro package for some CASs (Maple, Mathematica, Scilab, etc.), and KETCindy, a macro package for Cinderella, to convert the graphical outputs of these software into TeX graphics code. Though the experimental and interactive learning with these systems should enable students to learn by experience, it is also necessary to prepare some facilities to ensure close linkage to paper and pencil based learning in order to convert the students’ findings into their established knowledge (as shown in the above picture). Use of Cinderella in mathematics classroom The following picture shows one scene of using Cinderella, one of the most popular DGS, in mathematics classroom.įigure 1. Some of these systems are usable not only on PCs but also on iPads or tablets, which seems to make students’ learning much more effective. By using them, students can have rich experiences concerning mathematical facts and mechanisms. In case of collegiate mathematics education, the typical tools are Computer Algebra Systems (CAS) and Dynamic Geometry Software (DGS). In this technological era, various ICT tools are used to help students’ learning.
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