Several years of my experiences in the use of real-time experiments are now upgraded in order to enhance also the teaching of mathematics. The motion sensor device enables us to get real time x(t) and v(t) graphs of a moving object or person. We can productively use these graphs to introduce differentiation on visual level as well as to show the integration procedure. The students are fully involved in the teaching as they are invited to walk in front of the sensor. This approach motivates them by the realistic aspects of mathematical structures. The method could help to fulfill the credo of teaching: comprehension before computation. The steps of such an approach are explained and discussed in further detail below.

Certainly one of the most powerful and important modeling languages of our time is the Calculus. But research consistently shows that students do not understand how the variables in calculus-based mathematical models relate to aspects of the systems that those models are supposed to represent. Because of this, students never access the true power of calculus: its suitability to model a wide variety of real-world systems across domains. In this paper, we describe the motivation and theoretical foundations for the DeltaTick and HotLink Replay applications, an effort to address these difficulties by a) enabling students to model a wide variety of systems in the world that change over time by defining the behaviors of that system, and b) making explicit how a system\''s behavior relates to the mathematical trends that behavior creates. These applications employ the visualization and codification of behavior rules within the NetLogo agent-based modeling environment (Wilensky, 1999), rather than mathematical symbols, as their primary building blocks. As such, they provide an alternative to traditional mathematical techniques for exploring and solving advanced modeling problems, as well as exploring the major underlying concepts of calculus.

In this paper I present a theoretical analysis (genetic decomposition) of the cognitive constructions for the concept of infinite Riemann sums following Piaget\''s model of epistemology. This genetic decomposition is primarily based on my own mathematical knowledge as well as on my continual observations of students in the process of learning. Based on this analysis I plan to suggest instructional procedures that motivate the mental activities described in the proposed genetic decomposition. In a later study, I plan to present empirical data in the form of informal interviews with students at different stages of learning. The analysis of those interviews may suggest a review of my initial genetic decomposition.

The major aims of this paper are to present how we can improve the students understanding and involvement in mathematics by using a programming/graphic calculator. I will use differentials as examples such as differentiation ,integrals and differential equations, creating lines of slopes for differential equation of the type y’= f(x,y) . Find the solution of some differential equations by using regression and create the graph connected to the differential equation. As we have different approaches to solving a problem, it is a hope the students interest in mathematics will improve. The tools used will be programming, graphic commands as plot, f-line, etc. One goal is also to show how we can create small programs solving problems in mathematics. For many students this will be a stepping stone for further work with programming. The programs used can be copied using the program FA 124 that can be downloaded from Casios homepages. On request I can send you the programs.

The major aims of this paper are to present how we can improve the students understanding and involvement in mathematics by using a programming/graphic calculator. I will use differentials as examples such as differentiation ,integrals and differential equations, creating lines of slopes for differential equation of the type y’= f(x,y) . Find the solution of some differential equations by using regression and create the graph connected to the differential equation. As we have different approaches to solving a problem, it is a hope the students interest in mathematics will improve. The tools used will be programming, graphic commands as plot, f-line, etc. One goal is also to show how we can create small programs solving problems in mathematics. For many students this will be a stepping stone for further work with programming. The programs used can be copied using the program FA 124 that can be downloaded from Casios homepages. On request I can send you the programs.