This research project develops around a technological intervention intended to transform a peer produced reference resource into a peer produced learning environment. Through the work described in this thesis, PlanetMath.org, an early online community devoted to mathematics, has now become a mathematical practicum, and a laboratory for learning science. A new theory that describes the nexus of peer production and peer learning is foundational for the research programme. The candidate theory was initially developed during a pilot study based on online field work at the Peer-2-Peer University. The new theory -- which is given the name "paragogy" -- has implications for designers, researchers, educators, and others whose work relies on peer learning and peer production. Further research and development work in the PlanetMath context helped to refine the theory, and applied it along with a range of mixed methods to develop an anthropologically-inspired study of modern mathematics. A quantitative approach was employed to detect the factors of interaction that influence learning outcomes, using legacy data from PlanetMath. A qualitative, interview-based approach was employed, to understand the desiderata potential users of a new system emphasizing peer learning. The new software system was implemented, informed by paragogy and these stakeholder perspectives, using Drupal and other open source components. Field work with PlanetMath users after the launch of the new system employed an emergent design process to elaborate the theory and develop a viable approach to ongoing development and codesign.

This dissertation describes certain developments in computer techniques formanagingmathematical knowledge. Computers currently assistmathematicians in presenting and archiving mathematics, as well as performing calculation and verification tasks. MathLang is a framework for computerising mathematical documents which features new approaches to these issues. In this dissertation, several extensions to MathLang are described: a system and notation for annotating text; improved methods for annotating complex mathematical expressions; and a method for creating rules to translate document annotations. A typical MathLang work flow for document annotation and computerisation is demonstrated, showing how writing style can complicate the annotation process and how these may be resolved. This workflow is compared with the standard process for producing formal computer theories in a computer proof assistant (Isabelle is the system we choose). The rules for translation are further discussed as a way of producing text in the syntax of Isabelle (without a deep knowledge of the system), with possible use cases of providing a text which can be used either as an aid to learning Isabelle, or as a skeleton framework to be used as a starting point for a formal document.

Assessment and feedback processes shape students behaviour, learning and skill development. Computer-aided assessments are increasingly being used to support problem-solving, marking and feedback activities. However, many computer-aided assessment environments only replicate traditional pencil-and-paper tasks. Attention is on grading and providing feedback on the final product of assessment tasks rather than the processes of problem solving. Focusing on steps and problem-solving processes can help teachers to diagnose strengths and weaknesses, discover problem-solving strategies, and to provide appropriate feedback to students. This thesis presents a semi-automatic framework for capturing and marking students solution steps in the context of elementary school mathematics. The first focus is on providing an interactive touch-based tool called MuTAT to facilitate interactive problem solving for students. The second focus is on providing a marking tool named Marking Assistant which utilises the case-based reasoning artificial intelligence methodology to carry out marking and feedback activities more efficiently and consistently. Results from studies carried out with students showed that the MuTAT prototype tool was usable, and performance scores on it were comparable to those obtained when paper-and-pencil was used. More importantly, the MuTAT provided more explicit information on the problem-solving process, showing the students thinking. The captured data allowed for the detection of arithmetic strategies used by the students. Exploratory studies conducted using the Marking Assistant prototype showed that 26% savings in marking time can be achieved compared to traditional paper-and-pencil marking and feedback. The broad feedback capabilities the research tools provided can enable teachers to evaluate whether intended learning outcomes are being achieved and so decide on required pedagogical interventions. The implications of these results are that innovative CAA environments can enable more direct and engaging assessments which can reduce staff workloads while improving the quality of assessment and feedback for students.

In this investigation an attempt was made to determine how learners and teachers use computers in the teaching and learning of hyperbolic graphs in Mathematics. A comprehensive literature study showed that there are many benefits in using computers to study Mathematics. The investigation was done in two phases. In the first phase, a questionnaire was given to learners. The second phase involved interviewing learners and teachers. Findings indicate that learners and teachers enjoy using computers in the teaching and learning of Mathematics. Analysis of the results shows that the use of computers in teaching and learning of Mathematics, in particular the teaching and learning of hyperbolic graphs is beneficial. / Mathematical Sciences / M.Sc. (Mathematics Education)

In this investigation an attempt was made to determine how learners and teachers use computers in the teaching and learning of hyperbolic graphs in Mathematics. A comprehensive literature study showed that there are many benefits in using computers to study Mathematics. The investigation was done in two phases. In the first phase, a questionnaire was given to learners. The second phase involved interviewing learners and teachers. Findings indicate that learners and teachers enjoy using computers in the teaching and learning of Mathematics. Analysis of the results shows that the use of computers in teaching and learning of Mathematics, in particular the teaching and learning of hyperbolic graphs is beneficial. / Mathematical Sciences / M.Sc. (Mathematics Education)

The aim of the study was to investigate what influence the use of computers using MS Excel and RJS Graph software has on grade 11 Eritrean students' understanding of functions in the learning of mathematics. An empirical investigation using quantitative and qualitative research methods was carried out. A pre-test (task 1) and a post-test (task 2), a questionnaire and an interview schedule were used to collect data. Two randomly selected sample groups (i.e. experimental and control groups) of students were involved in the study. The experimental group learned the concepts of functions, particularly quadratic functions using computers. The control group learned the same concepts through the traditional paper-pencil method. The results indicated that the use of computers has a positive impact on students' understanding of functions as reflected in their achievement, problem-solving skills, motivation, attitude and the classroom environment. / Educational Studies / M. Ed. (Math Education)

The aim of the study was to investigate what influence the use of computers using MS Excel and RJS Graph software has on grade 11 Eritrean students' understanding of functions in the learning of mathematics. An empirical investigation using quantitative and qualitative research methods was carried out. A pre-test (task 1) and a post-test (task 2), a questionnaire and an interview schedule were used to collect data. Two randomly selected sample groups (i.e. experimental and control groups) of students were involved in the study. The experimental group learned the concepts of functions, particularly quadratic functions using computers. The control group learned the same concepts through the traditional paper-pencil method. The results indicated that the use of computers has a positive impact on students' understanding of functions as reflected in their achievement, problem-solving skills, motivation, attitude and the classroom environment. / Educational Studies / M. Ed. (Math Education)

Les cartes combinatoires sont des dessins de graphes sur des surfaces (orientable ou non), considérés à déformation près. On propose une méthode bijective de découpage d'une carte, appelée ouverture, qui à une carte associe une autre carte, dessinée sur la même surface, possédant une unique face, et munie de décorations supplémentaires appelées bourgeons. Cette construction généralise l'ouverture décrite pour le cas des cartes planaires dans [Sch97].Plusieurs travaux datant des années 90 ont permis de démontrer par des méthodes calculatoires poussées des propriétés concernant la série génératrice des cartes d'une surface donnée. En particulier, dans le cas d'une surface orientable, cette série peut s'écrire comme une fonction rationnelle d'une certaine série d'arbres. Ceci est valable que les cartes soient énumérées simplement par arêtes [BenCan91], ou également par sommets et faces [BenCanRic93]. Un résultat similaire plus faible peut également être exprimé dans le cas des cartes non orientables [AG00]. Ces propriétés de rationalité des séries génératrices de cartes expriment en fait des propriétés combinatoires structurelles fortes concernant les cartes elles-même, et la recherche d'une interprétation combinatoire de ces propriétés a été un moteur important du développement de la combinatoire bijective des cartes.L'utilisation de notre algorithme d'ouverture produit une carte qui peut à son tour être décomposée successivement en cartes plus petites munies de décorations additionnelles.Après une analyse approfondie des objets ainsi obtenus et de leur séries génératrices, ceci permet de démontrer combinatoirement les résultats de rationalité évoqués plus haut.Une k-triangulation d'un polygone fini est un ensemble maximal (pour l'inclusion) de diagonales, qui ne possède pas k+1 diagonales se croisant 2 à 2. On appelle k-étoile un ensemble de 2k+1 points et 2k+1 diagonales tel que chaque point est relié à ses deux points opposés. Les travaux de [PilSan07] ont permis de montrer qu'une k-triangulation peut être décomposée en un complexe de k-étoiles, et que les multitriangulations peuvent être obtenue l'une de l'autre par une succession d'opérations élémentaires appelées flips.Notre objectif est d'étendre ces résultats au cas des multitriangulations d'une surface quelconque. Dans cette optique, on commence par étudier une certaine classe de multitriangulations d'un polygone ayant un nombre infini de côtés, et à étendre à ce contexte les résultats principaux de [PilSan07]. En utilisant la construction classique du recouvrement universelle d'une surface quelconque, on espère ensuite pouvoir réduire l'étude d'une multitriangulations quelconque à celle d'une multitriangulation périodique d'un polygone infini, et on présente dans ce sens une ébauche de preuve, sous forme de plusieurs conjectures élémentaires. / A combinatorial map is the embedding of a graph on a surface (orientable or not), considered up to deformation. We describe a bijective method, called opening, that allows to reduce a map into a smaller map on the same surface, with only one face, along with some additional decorations called blossoms. This construction generalizes the opening described in the case of planar maps in [Sch97].Several papers from the 90's used advanced calculation methods to obtain properties on the generating series of maps on a given surface. In particular, in case the surface is orientable, this series can be written as a rational function of the generating series of some trees. This is valid both in case the maps are enumerated by their number of edges only [BenCan91], by both their number of vertices and faces [BenCanRic93]. A similar weaker result was also obtained in the case of non-orientable surfaces [AG00]. Actually, these rationality properties concerning the generating series of maps imply strong structural properties concerning the maps themselves, and providing a combinatorial interpretation of these properties has been an important motivation in the development of the bijective combinatorics of maps.The opening algorithm that we describe produces a map that can be further successively decomposed into smaller maps along with additional decorations. A deep analysis of the maps obtained this way, and their generating series, then allows to recover in a combinatorial way the rationality results described earlier.A k-triangulation of a finite polygon is a set of diagonals, maximal for the set-inclusion, such that no k+1 of its diagonals are pairwise crossing. A k-star is a set of 2k+1 points and 2k+1 diagonals such that each point is adjacent to its two opposite points. The work of [PilSan07] showed that a k-triangulation can be decomposed into a complex k-stars, and that multitriangulations can be obtained one from another by a succession of local elementary operations called flips.Our purpose is to extend these results to the case of multitriangulations on any surface. In this regard, we first study a class of multitriangulations of a polygon with an infinite number of sides, and extend to this context the main results of [PilSan07]. Using the classical construction of the universal cover of a surface, we then hope to reduce the case of a multitriangulations in any surface to that of a periodic multitriangulation of an infinite polygon. We present some element of such a proof, along with some conjectures that would allow to conclude.