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This course teaches fundamental software development and computational methods for engineering, scientific and managerial applications. Emphasis is focused on object-oriented software design and development. Assignments cover programming concepts, graphical user interfaces, numerical methods, data structures, sorting and searching, computer graphics and selected advanced topics. The Java® programming language is used.

The second in a series of four papers on computer use in mathematics education, this paper reviews some of the pedagogical rationales and research evidence related to the use of computers as a problem-solving tool in mathematics classes. A discussion on philosophies and objectives, effects of computer programming on mathematics achievement, motivation and attitudes, and influence on problem-solving ability are included. For other papers in this series, see SE 016 289 through SE 016 292. (Author/DT)

With two 3.5" diskettes; one Macintosh; one IBM PC compatible

The first chapter of this text for an independent study course on computers and problem solving provides an overview of computers in education which focuses on the three main instructional uses of computers in schools--learning about computers, the computer-as-tool, and computer-assisted instruction. Using a workshop format, chapter 2 discusses lower-order versus higher-order skills and the possible role of computers in this area. Chapter 3 discusses the future of computers in education, including trends in hardware, software, networking, computer science, and overall uses of computers in instruction. The chapter concludes with recommendations for computer use whose full implementation would lead to major changes in the current instructional system. Chapter 4 presents a workshop dealing with several topics related to computers and problem solving: definition of the problem; problem solving ideas; roles of computers in problem solving; accumulated knowledge of humans; and effective problem solving procedures. Material to be used in inservice sessions for middle and secondary school mathematics teachers on integrating the computer into the curriculum--including software descriptions and lesson plans--are contained in Chapter 5. A 45-item annotated bibliography on problem solving is attached. (MES)

The first chapter of this text for an independent study course on computers and problem solving provides an overview of computers in education which focuses on the three main instructional uses of computers in schools--learning about computers, the computer-as-tool, and computer-assisted instruction. Using a workshop format, chapter 2 discusses lower-order versus higher-order skills and the possible role of computers in this area. Chapter 3 discusses the future of computers in education, including trends in hardware, software, networking, computer science, and overall uses of computers in instruction. The chapter concludes with recommendations for computer use whose full implementation would lead to major changes in the current instructional system. Chapter 4 presents a workshop dealing with several topics related to computers and problem solving: definition of the problem; problem solving ideas; roles of computers in problem solving; accumulated knowledge of humans; and effective problem solving procedures. Material to be used in inservice sessions for middle and secondary school mathematics teachers on integrating the computer into the curriculum--including software descriptions and lesson plans--are contained in Chapter 5. A 45-item annotated bibliography on problem solving is attached. (MES)

Written in the form of a workshop transcript for participants to take with them, this booklet is designed to present new ideas, reinforce ideas covered in the workshop, suggest applications of workshop content, and encourage participants to use the applications. The concept of "problem" is defined; key ideas in problem solving are considered; roles of computers in problem solving and building on previous work are discussed; effective procedures for problem solving are explored; and conclusions and recommendations are presented. Exercises and debriefing activities for participants are included throughout the text, applications and activities are listed at the end of each chapter, and references are provided. A brief Guide to Active Listening is appended. Numerous humorous illustrations are inserted throughout the text. (KM)

This practicum project used a combination of strategies to improve creative thinking skills in second- and third-grade gifted students. Sixteen students were targeted for the intervention. Over a 12-week implementation period, students participated in 90-minute interventions twice weekly. The intervention was comprised of 30-minute creative problem-solving encounters with peers; 30 minutes of computer software use to produce original writing, and to experiment and create in open-ended settings; and a 30-minute period of activities alternating between relaxation and imagery exercises and the use of imagery in creative writing. There were four objectives to the intervention: (1) increasing verbal and figural creativity; (2) increasing figural and verbal fluency; (3) increasing figural and verbal originality; and (4) increasing verbal flexibility. The Torrance Tests of Creative Thinking, Figural and Verbal Models and the Inventory of Creative Behaviors were used to assess the impact of the intervention. Informal teacher observations were conducted throughout implementation. The Inventory of Creative Behaviors was completed weekly and at the conclusion of the implementation period. Findings indicated that the proposed number of students met the projected percentage of increase of 80 percent or above in overall figural and verbal creativity, verbal originality, and verbal flexibility. Fewer than the proposed number of students met the projected increase in figural and verbal fluency and figural originality, although all students showed significant increases in these areas. (Eighteen appendices include School Profile, Inventory of Creative Behaviors, software evaluations, schedule of computer use, and pre- and posttest results and comparisons. Contains 17 references.) (Author/KDFB)

This practicum project used a combination of strategies to improve creative thinking skills in second- and third-grade gifted students. Sixteen students were targeted for the intervention. Over a 12-week implementation period, students participated in 90-minute interventions twice weekly. The intervention was comprised of 30-minute creative problem-solving encounters with peers; 30 minutes of computer software use to produce original writing, and to experiment and create in open-ended settings; and a 30-minute period of activities alternating between relaxation and imagery exercises and the use of imagery in creative writing. There were four objectives to the intervention: (1) increasing verbal and figural creativity; (2) increasing figural and verbal fluency; (3) increasing figural and verbal originality; and (4) increasing verbal flexibility. The Torrance Tests of Creative Thinking, Figural and Verbal Models and the Inventory of Creative Behaviors were used to assess the impact of the intervention. Informal teacher observations were conducted throughout implementation. The Inventory of Creative Behaviors was completed weekly and at the conclusion of the implementation period. Findings indicated that the proposed number of students met the projected percentage of increase of 80 percent or above in overall figural and verbal creativity, verbal originality, and verbal flexibility. Fewer than the proposed number of students met the projected increase in figural and verbal fluency and figural originality, although all students showed significant increases in these areas. (Eighteen appendices include School Profile, Inventory of Creative Behaviors, software evaluations, schedule of computer use, and pre- and posttest results and comparisons. Contains 17 references.) (Author/KDFB)

The technology of automatic investigation and solving algebraic problem of eigenvalues with approximate data on parallel computers, in particular, on computers with multi-core processors of the new generation Intel Xeon Phi is considered.

In two studies, preschool children's social interactions while working on problem-solving tasks were investigated. In the first study, 27 preschool children were observed over a period of 9 weeks while working on learning games at a computer. Sharing, verbal and nonverbal instruction, and initiation of interaction were recorded. A total of 63 percent of the time at the computer was spent with a peer, and peers often spontaneously shared and instructed each other. Age-related increases in time spent at the computer, as well as in self-initiation of interaction and sharing, were evident. No differences were found in boys' and girls' activities at the computer. In the second study, 18 children were observed over a period of 5 weeks while working with jigsaw puzzles. In this context, children worked with peers just 7 percent of the time and exhibited far fewer instances of cooperative interaction. Generally, results indicated that preschool children can engage in cooperative problem solving and instruction and that various activities differentially stimulate such behavior. Further, in contrast to stereotypes about computers, this research suggested that even children younger than school age can work effectively at computers and that computer technology may actually stimulate social interaction in problem solving. (Author/RH)

In two studies, preschool children's social interactions while working on problem-solving tasks were investigated. In the first study, 27 preschool children were observed over a period of 9 weeks while working on learning games at a computer. Sharing, verbal and nonverbal instruction, and initiation of interaction were recorded. A total of 63 percent of the time at the computer was spent with a peer, and peers often spontaneously shared and instructed each other. Age-related increases in time spent at the computer, as well as in self-initiation of interaction and sharing, were evident. No differences were found in boys' and girls' activities at the computer. In the second study, 18 children were observed over a period of 5 weeks while working with jigsaw puzzles. In this context, children worked with peers just 7 percent of the time and exhibited far fewer instances of cooperative interaction. Generally, results indicated that preschool children can engage in cooperative problem solving and instruction and that various activities differentially stimulate such behavior. Further, in contrast to stereotypes about computers, this research suggested that even children younger than school age can work effectively at computers and that computer technology may actually stimulate social interaction in problem solving. (Author/RH)

In two studies, preschool children's social interactions while working on problem-solving tasks were investigated. In the first study, 27 preschool children were observed over a period of 9 weeks while working on learning games at a computer. Sharing, verbal and nonverbal instruction, and initiation of interaction were recorded. A total of 63 percent of the time at the computer was spent with a peer, and peers often spontaneously shared and instructed each other. Age-related increases in time spent at the computer, as well as in self-initiation of interaction and sharing, were evident. No differences were found in boys' and girls' activities at the computer. In the second study, 18 children were observed over a period of 5 weeks while working with jigsaw puzzles. In this context, children worked with peers just 7 percent of the time and exhibited far fewer instances of cooperative interaction. Generally, results indicated that preschool children can engage in cooperative problem solving and instruction and that various activities differentially stimulate such behavior. Further, in contrast to stereotypes about computers, this research suggested that even children younger than school age can work effectively at computers and that computer technology may actually stimulate social interaction in problem solving. (Author/RH)

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)