Mathematical Teaching Software System
Dec01-01
Project Plan
Revision 1.0
16 February 2001
Client:
Ames Community Schools
Faculty Advisors:
Dr. John Lamont
Dr. Ralph Patterson
Team members:
Kok-Hong Chua
Stacie Doorenbos
Tom Hromatka
James McCollum
Chris Robert
Scott Seieroe
Project Plan
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Table of Contents
Table of Contents ................................................................................................................ 2
List of Figures ..................................................................................................................... 3
List of Tables ...................................................................................................................... 4
Abstract ............................................................................................................................... 5
Acknowledgements ............................................................................................................. 5
Definition of Terms ............................................................................................................ 5
Introduction ......................................................................................................................... 6
General Background ....................................................................................................... 6
Technical Problem .......................................................................................................... 6
Operating Environment ................................................................................................... 7
Intended Users and Uses ................................................................................................. 7
Assumptions and Limitations ......................................................................................... 7
Assumptions................................................................................................................ 7
Limitations .................................................................................................................. 8
Design Requirements .......................................................................................................... 8
Design Objectives ....................................................................................................... 8
Functional Requirements ............................................................................................ 9
Design Constraints ...................................................................................................... 9
Measurable Milestones ............................................................................................. 10
End-Product Description................................................................................................... 10
Approach and Design........................................................................................................ 10
Technical Approaches ............................................................................................... 10
Technical Design ...................................................................................................... 11
Testing Description ................................................................................................... 11
Risk and Risk Management ...................................................................................... 11
Financial Budget ............................................................................................................... 12
Personnel Effort Budget.................................................................................................... 12
Project Schedule ............................................................................................................... 13
Project Team Information ................................................................................................. 13
Project Team Information ................................................................................................. 13
Client:........................................................................................................................ 13
Team Members: ........................................................................................................ 14
Faculty Advisors: ...................................................................................................... 14
Summary ........................................................................................................................... 14
References ......................................................................................................................... 15
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List of Figures
Figure 1: Client-Server Relationship ................................................................................. 6
Figure 2: Database Framework .......................................................................................... 9
Figure 3: Gantt Chart ....................................................................................................... 13
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List of Tables
Table 1: List of Acronyms and Definitions ....................................................................... 5
Table 2: Estimated Financial Budget ............................................................................... 12
Table 3: Estimated Effort Budget .................................................................................... 12
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Abstract
The Ames Community Schools (ACS) are concerned with the performance of their
students in problem solving on a nationally standardized exam. While ACS traditionally
scores in the 90th percentile, results from the problem-solving section were much lower.
The purpose of this project is to develop a platform-independent program to augment and
further the education of ACS students (with a focus on 3rd through 6th grade), specifically
in the area of problem solving. To ensure Macintosh- and IBM-compatibility, a suite of
Active Server Pages (ASP), accessible through a standard internet browser, will be
generated. The final product will store results to a database and allow instructors to view
statistical analysis on the results. In conclusion, by creating a program to enhance and
expound upon existing educational practices, the students of ACS will be better prepared
for the standardized tests – ultimately producing higher test scores.
Acknowledgements
We want to extend a thank you to Dr. John Lamont and Dr. Ralph Patterson, the faculty
advisors, for guiding us throughout the project planning process. We appreciate James
McCollum and Scott Seieroe, members of the initial team, who have provided leadership
and direction. We also want to thank the teachers in the Ames Community Schools who
are helping us define the actual problems.
Definition of Terms
Table 1: List of Acronyms and Definitions
Acronym
ACS
ASP
GUI
HTML
IBM-compatible
IIS
MTSS
SQL
VB
VBScript
Definition
Ames Community Schools
Active Server Pages (a Microsoft web technology allowing a server
to calculate and generate web pages)
Graphic User Interface
Hyper Text Markup Language (any regular web page is written in
HTML)
Personal computers that run a Microsoft Windows operating system
Internet Information Server
Mathematical Teaching Software System
Structured Query Language (used to talk to the central database)
Visual Basic computer language
Visual Basic scripting design for HTML use
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Introduction
General Background
The Mathematical Teaching Software System (MTSS) will be an internet-based program,
which will help upper elementary school students learn mathematical problem solving in
an interactive format.
The MTSS will be a series of increasingly difficult questions in a specific category (e.g.
fractions) or a series of categories, serving as a supplement to classroom lectures. The
students will evaluate their individual performances; a database of results will be
generated for the instructors.
Problem solving is a skill that gets better with practice. It is more than being able to
perform mathematical operations that may have been previously taught by drill exercises.
It includes recognizing when to use those operations in a practical application. It
includes visualizing the problem, asking what information is provided, determining what
information is needed, coming up with a solution, and verifying that that solution makes
sense. To avoid becoming yet another drill exercise, MTSS problems in the same
category will have varied contexts. For example, fraction problems will range from class
statistics (what fraction of students are wearing blue jeans) to three-dimensional
challenges (fraction of sides of a cube painted with pattern x). This will help keep
student’s attention. MTSS problems in the same category will focus on particular aspects
of problem solving. For example, fraction problems will help develop a student’s
visualization skills.
Technical Problem
A server, or main computer will store all the math problems and student results. Each
student will sit at their own computer, called a client, where they will solve the problems.
The server will talk to the clients via the internet. This relationship is shown in Figure 1.
Based on the information provided by the client, the server will generate a specialized
web page for that particular client. This way, each student can work at his/her own pace.
Figure 1: Client-Server Relationship
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MTSS will utilize ASP, Hyper Text Markup Language (HTML), JavaScript, Structured
Query Language (SQL), Visual Basic (VB), and Visual Basic script (VBScript) to
generate these individualized pages on the Internet Information Server (IIS).
Operating Environment
The client software will need to function on both IBM-compatible and Macintoshcompatible machines. This limitation can be bypassed by using platform-independent
HTML. The central server will need to be running Windows NT 4.0 or Windows 2000
and must be capable of making many computations simultaneously. If adapted by all
ACS elementary schools, MTSS must be able to support a large number of simultaneous
clients.
Intended Users and Uses
The primary use of MTSS will be in computer labs in the elementary schools. The
teacher will have introduced the topic before the approximately 20 students in a single
class are allowed to explore the topic further on the computer.
A secondary use of MTSS will be in the homes of the students, perhaps even as part of a
homework assignment. This allows the parents to have an interactive role in their child’s
education.
Other use cases include the following:
 An administrator managing user information,
 A teacher reviewing the results of the students and
 Collaborative work between the teacher and administrator to add/modify/delete
problems and their interactive components.
Assumptions and Limitations
Assumptions
Non-technical assumptions include the following:
 Whenever students are using the software, there shall be an adult or another
student with adequate computer experience in the room capable of helping the
student.
 The students will have been exposed to the mathematical topic prior to their use
of the software. This software shall be a supplement to classroom instruction, as
not all families have internet access in their homes.
Technical assumptions include the following:
 All computers using the MTSS are connected to the Internet.
 Clients have a 4.0 or better browser (Internet Explorer or Netscape).
 ACS has access to a capable NT server running IIS 4.0 or better.
 The MTSS application will have write-access to the server.
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Limitations
Challenges and limitations to development include the following:
 Primary students may not have much prior experience using computers. The
client software must be easy to understand.
 Younger students may not know how to type. MTSS should provide means for
feedback appropriate for their age level.
 Computers are not really interactive. They only respond to pre-defined
commands. The commands available to students must make the computer appear
alive. For example, when asked for a hint, the computer will supply one it has not
supplied before. When asked to picture the problem, the computer will display a
figure relevant to the problem and may allow the students to rotate the figure as
they see fit.
 Team members must learn to integrating VB with ASP for internet pages and
learn VBScript.
Other technical limitations include:
 Internet and internet bandwidth.
 Speed of client machines.
 Quality of available database mechanism.
Design Requirements
Design Objectives
The following list is the design objectives for MTSS:
 Feedback from teachers.
 Research various methods of teaching problem solving.
 Develop a web-based software that will help 3rd to 6th grade students to learn
problem-solving skills.
 Build facilities for teachers to monitor the progress of students throughout the
problem solving and learning process.
 Design a framework that will be expandable to allow for teachers to design MTSS
problems.
 Design a framework that will allow currently unforeseen expansion.
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Functional Requirements
The following list is the functional requirements for MTSS:
 The program should present a problem to the students for them to solve by using
proper mathematic problem-solving skills.
 The program should ask the students to describe their strategy for solving the
mathematic problem.
 After solving the problem, the students should conduct an evaluation of their
work and be able to justify their answer to the teachers.
 The program should be able to print the strategies, answers, and evaluations for
the teacher to review.
 The program should store results in a database as shown in Figure 2 of each
student for teachers to retrieve and review.
Master Database
Individual tables
Figure 2: Database Framework
Design Constraints
The following list is the design constraints for MTSS:
 The program should be web-based to allow for multiple platform use (IBM and
Macintosh).
 The program must be easy for 3rd to 6th grade students to understand and operate.
 Basic help instructions have to provide for those students that do not know how to
operate computers.
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Measurable Milestones
The following list is the measurable milestones for MTSS:
 Write a project plan to better define the problem and provide a waypoint to solve
the problem.
 Meet with other teachers in a classroom setting to better understand the
mathematic problem solving method.
 Design a project poster to describe the problem and solution of the project.
 Develop a flow chart showing the program functions, input, and output.
 Write an initial web-based program to be presented to the teachers for testing and
evaluation. This initial development will include a fraction demonstration.
 Write a web-based program with revisions based upon feedback from teachers.
The success of the aforementioned milestones will be evaluated based upon timeliness,
thoroughness, overall cost, and functionality.
End-Product Description
The end product is a suite of ASP pages that will build dynamic pages for students
depending on the problem category and difficulty desired. On problems where it is
beneficial for students to rotate the image, the users will be able to do this. An ASP/web
solution also allows the pages of generated HTML to be viewed on any platform.
Teachers will also be able to compare information obtained from all participating
students. These students do not necessarily need to be in the same classroom with the
teacher. Because this solution is a “web-based” solution, students will have the
opportunity to work on problem solving skills from home with their parents. This can
indirectly have a large affect on parent involvement with the education process.
Approach and Design
Technical Approaches
The group will begin by analyzing fractions problems. The group will determine the
necessary steps for correctly understanding and visualizing various aspects of fractions
with focus on the identity of fractions, addition and subtraction of fractions with common
denominator, addition and subtraction of fractions with uncommon denominators,
multiplication and division of fractions, improper fractions, mixed numerals, and decimal
and percent equivalents of fractions. By doing this, the group will gain a better
understanding of the problem, and thus a better idea of how to build the framework to
handle these types of problems. These fractions problems will be the first step for setting
up MTSS for handling problem solving questions.
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Technical Design
The group will design a simple to understand graphic user interface (GUI) that will be
attractive and fun for young students. The software will order problems such that the
problems will become more difficult as the students moves on. The framework will
allow for tracking, sorting, and output of student statistics in both numeric and graphical
formats. The ability to add problems and sections to the system will also be part of the
framework.
Testing Description
The software will be tested for functionality, reliability, and ease of use. Group members
will initially test the MTSS software. Further testing will be conducted by people outside
the group, preferably by ACS teachers and instructors. Finally the software will be tested
by students.
Risk and Risk Management
The biggest risk that our group will face will be the possible loss of information when our
two sub-team leaders complete their two semesters on the project after this semester. The
other members of the team will have to work closely with these two members to ensure
that all of the knowledge that they have acquired is passed on. At the same time, the
team will need to select new sub-team leaders to take over.
Another risk that the group might face is the loss of contacts at ACS. Our current
contacts might retire or change jobs and be replaced by new personnel. The group will
then need to involve the new personal or maybe even new instructors in the project.
Other schools could be approached for help if necessary.
A third risk that our group might face is the failure of our technical approach. If this is
the case, the group will need to determine cause of failure and redefine the technical
approach to compensate. If the failure is due to server problems, other server platforms
can be investigated. If a web solution is not adequate, other options can be explored such
as integrating individually installed software packages on Windows-only machines
capable of running VB.
Failure of our testing methods is also a risk our group might encounter. Should this
occur, the group will need to determine the cause of the failure and redesign the test
scripts accordingly. Part of that solution might require the group to write inline scripts to
monitor the health and status of the program for further in-depth testing. The group
might also need to write additional scripts that can help monitor the performance of the
software from the viewpoint of client machines.
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Financial Budget
The financial estimate for this project includes allocations for a poster, books for ASP,
and miscellaneous incurrence, as shown in Table 2.
Table 2: Estimated Financial Budget
Item
Estimated Cost
Poster
Books
Miscellaneous
$50.00
$80.00
$20.00
Total
$150.00
Personnel Effort Budget
The personnel effort estimate for this project is shown in Table 3. These total numbers
reflect time spent for meetings, documentation, development, and validation.
Table 3: Estimated Effort Budget
Team Member
Estimated Hours
Stacie Doorenbos
Tom Hromatka
Chua Kok-Hong
James McCollum
Chris Robert
Scott Seieroe
100
115
95
85
120
75
Total
590
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Project Schedule
Figure 3 shows a timeline of events for MTSS. It will serve as a guideline for overall
project progress.
Figure 3: Gantt Chart
Project Team Information
Client:
Ames Community Schools
Liz Bowman
3rd Grade, Sawyer Elementary
lbowman@email.ames.k12.ia.us
Nancy Vogeler
6th Grade, Fellows Elementary
nvogeler@email.ames.k12.ia.us
Karen Hoiberg
5th Grade, Fellows Elementary
khoiberg@email.ames.k12.ia.us
Elise Wright
5th Grade, Northwood Elementary
ewright@email.ames.k.12.ia.us
Tony VanderZyl
Curriculum and Instruction,
Wilson-Beardshear Center
tvzy@ames.k12.ia.us
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Team Members:
Kok-Hong Chua
246 North Hyland Ave. #205
Ames, IA 50014
(515) 292-8923
ckhong@iastate.edu
Computer Engineering
James McCollum
117 University Village Apt. B
Ames, IA 50010
(515) 572-4498
lonewolf@iastate.edu
Electrical Engineering
Stacie Doorenbos
321 South 5th St. #249
Ames, IA 50010
(515) 663-9813
sdoorenb@iastate.edu
Computer Engineering
Chris Robert
3682 Helser
Ames, IA 50012
(515) 572-2406
carbert@iastate.edu
Computer Engineering
Tom Hromatka
828 North Grand Ave. #1
Ames, IA 50010
(515) 232-3245
hromatka@iastate.edu
Electrical Engineering
Scott Seieroe
823 Dickenson #2
Ames, IA 50014
(515) 268-5153
sseieroe@iastate.edu
Electrical Engineering
Faculty Advisors:
Dr. John Lamont
324 Town Engineering
Ames, IA 50011-3230
(515) 294-3600 – Phone
(515) 294-6760 – Fax
jwlamont@iastate.edu
Dr. Ralph Peterson, III
326 Town Engineering
Ames, IA 50011-3230
(515) 294-2428 – Phone
(515) 294-6760 –Fax
repiii@iastate.edu
Summary
Test results and discussions with ACS teachers have shown that additional resources are
needed to boost the district’s mediocre performance in the problem solving sections of
standardized tests. This project will provide the supplementary instruction and drilling
that ACS students need to meet and exceed the lofty goals of the school and the
community. By creating a program that is platform independent, this software will be
accessible by all computers with an internet connection. The statistical analysis modules
will provide invaluable insight to the teachers and administrators by highlighting the
strengths and weaknesses of the students.
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References
The following is a list of references called upon by the MTSS team:
 ACS teachers and administration.
 Iowa State University Department of Education.
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