Software Implementation of a Computerized Mathematics Teacher

PRELIMINARY PAGES

• Title page
• Approval page
• Dedication
• Acknowledgement
• Table of Contents
• Abstract

CHAPTER ONE

INTRODUCTION

• 1.1 Introduction
• 1.2 Background of Study
• 1.3 Statement of the Problem
• 1.4 Aim and Objective of the Study
• 1.5 Significance of Study
• 1.6 Scope of Study
• 1.7 Limitations of the study
• 1.8 Definition of Technical Terms

CHAPTER TWO

LITERATURE REVIEW

• 2.1 Introduction
• 2.2 Theoretical Framework
• 2.2.1 Early Numbers and Arithmetic
• 2.2.2 Algebra, Calculus, Linear Algebra, and the Formalism Problem
• 2.2.3 Geometry
• 2.2.4 Mathematical Modeling and Statistics
• 2.2.5 Modeling Teaching and Learning In Mathematics
• 2.3 Mathematics Knowledge Management
• 2.4 Organizational Mathematics Knowledge
• 2.5 Historical Review of Mathematics Knowledge Management
• 2.6 Database and Database Management System
• 2.7 Management Information System
• 2.8 Integrated Management System
• 2.9 Integrated Information System
• 2.10 Computer Information System
• 2.10.1 Application Program
• 2.10.2 File Organization and Processing
• 2.10.3 Computer Based Information System (CBIS)

CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

• 3.1 Methodology Adopted
• 3.1.1 Problem Identification Using SSADM
• 3.2 Analysis of the Existing System
• 3.2.1 Dataflow of the Existing System
• 3.2.2 Disadvantages Of The Existing System
• 3.2.3 Weakness of the existing System
• 3.3 Analysis of the Proposed System
• 3.3.1 Data Flow Diagram of the Proposed System
• 3.3.2 Advantages of the Proposed System
• 3.3.3 Justification of the Proposed System
• 3.4 Functional Requirements
• 3.4.1 Use Case Diagram Of The Admin / User Privileges
• 3.5 Data Requirements
• 3.6 High Level Model of the Proposed System

CHAPTER FOUR

SYSTEM DESIGN AND IMPLEMENTATION

• 4.1 Objectives of the Design
• 4.2 Cohesion and Decomposition High level Model
• 4.3 Control Center / Overall Dataflow Diagram
• 4.3.1 Proposed System Operation Flowchart
• 4.4 System Specification and Design
• 4.4.1 Input and Output Specification
• 4.4.2 Database Specification and Design
• 4.4.3 Data Dictionary
• 4.5 Choice and Justification of Programming Language
• 4.6 Program Documentation
• 4.7 Implementation Techniques
• 4.8 Programming Module Specification
• 4.8.1 Installation
• 4.9 Computer Hardware Minimum Requirement
• 4.10 Software Requirement
• 4.11 Personnel / User Training

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

• 5.1 Introduction
• 5.2 Summary
• 5.3 Conclusion
• 5.4 Recommendation

REFERENCES

APPENDIX A - “SOURCE CODE”

APPENDIX B - “OBJECT PROGRAM”

1.1 Introduction

Computerized Mathematics Teacher is the process of capturing, developing, sharing, and effectively using organizational, it refers to a multi-disciplinary approach to achieving organizational objectives by making the best use of knowledge in mathematics. The students learning Algebra in secondary school make use of the Computerized Mathematics Teacher. It is being accessed or used via the internet. If a student needs a help, a guide or wants to make a complaints or contribution to a specific topic he or she visit the uniform resource locator of the website. Navigates on the necessary link created for students to make complaints or contribution and thereafter wait for a feedback response from the administrator. The Computerized Mathematics Teacher is used on daily bases by secondary school students only.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Limitation of the study and Definition of technical terms.

1.2 Background of Study

In the world today, the computer has made a great impact. The computer has so influenced our life so much that people believe that the computer came from the underground world. Some say that the computer is a witch in form of a machine. This is due to the fact that the computer gives information, which is not expected of a machine. These people do not know that programs are written to be used friendly so that it will look as if it knows their problem. Others are of a different view according to the statement made by Dr. Ukoe Ogbonma, “Computer is a unique demonstration of the height of science and technology in this world.

Developing an interactive avenue for students and increasing the level of understanding relating to some technicality of the field of computer science. The following manual approaches where adopted in Computerized Mathematics Teacher System for students of Secondary School.

1. Mobile SMS: through the use of a mobile sms enquiry are often sent across notifying staff or students on the basic trends innovation in ICT
2. Bill board: manual documentation report is always pasted on the board notify student on basic academic knowledge.
3. Sensitizations programs: information on knowledge are always channeled or gotten from various departmental executives or course adviser to notify student on basic diversify areas regarding knowledge of Algebra in mathematics.

The challenges encountered that led to the execution of the research work is that, there is no assurance that challenges or enquiry stated by the students will be attended to at the same time interval, the issue of misplacement of complaints forms or suggestion book, limited time constraints in solving student’s complaints and other related issues, and lack of feedback to students with regard to their complaints or enquiry.

It is against the background that the development of this software to enable Mathematics Teacher meet-ups with term’s curriculum, so the software users should not give information that is out of the software deeds. This research work is based on providing adequate information about Algebra in Mathematics. At the end of this project, the research work, the software will be able to provide precise and concise students’ records from the database.

1.3 Statement of the Problem

The problem encountered by the case study and its environment while trying to implement the activities of the topic;

1. There is no assurance that challenges or enquiry stated by the students will be attended to at the same time interval.
2. The issue of misplacement of complaints forms or suggestion book.
3. Limited time constraints in solving student’s complaints and other related issues.
4. Lack of feedback to students with regard to their complaints or enquiry.

1.4 Aim and Objective of the Study

The aim of the study is to develop a Computerized Mathematics Teacher using algebraic learning as a case study. In achieving this aim, the following specific objectives were set out as follows:

1. To develop a software that will facilitate quick response to students complaints or challenges is guarantee
2. To develop a software that will enable the students or staff link to various instant massages platform of Computerized Mathematics Teacher Systems.
3. To design a software that will assist the students or staff make better contribution.
4. To develop a software that will facilitate instant feedback to students with challenges of Algebra in Mathematics.

1.5 Significance of Study

The following are the advantages of this project work.

1. It will aid in creating a manageable, flexible and efficient information system.
2. It will enable students make their complaint and get instant feedback.
3. It will help reduces delay during the course of feedback.
4. It will enable the user login and out at their own time.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.6 Scope of Study

The study focuses on the design and implementation of Computerized Mathematics Teacher using algebraic learning as a case study.

1.7 Limitations of the study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet).

1.8 Definition of Technical Terms

This are the technical terms you will see in the concept of writing this project.

1. Programming: is the process of taking an algorithm and encoding it into a notation, a programming language, so that it can be executed by a computer.
2. Expert system: Is a computer system that emulates the decision-making ability of a human expert.
3. Sensitizations programs: an Attempt to make oneself or others aware of and responsive to certain ideas, events, situations, or phenomenon.
4. Implementation: Implementation is the carrying out, execution, or practice of a plan, a method, or any design, idea, model, specification, standard or policy for doing something.

Account Details - For USSD / POS Transfer

Account Name: Sparklyn Services Account No: 1222599051 Account Type: Current Bank Name: Zenith Bank PLC

Proposal Writing Format under Computer Science

Design and Implementation of a Computerized Mathematics Teacher is a proposal topic for final year research work, which comprises the major and elective project proposal writing sections for Design and Implementation of a Computerized Mathematics Teacher research work.

Major Sections

• Motivation for Embarking on the Project

• Brief Background of Study

• Statement of Problems

• Aim of the Study

• Specific Objectives of the Study

• Significance of the Study (Who benefits from the project and how?)

Elective Sections

• Methodology and Reason for Using It (such as; models, SSADM, or OOADM)

• Tools (programming languages and software used)