Summary of the system-wide Mathematical Software Survey:
Mathematica and Maple usage at MnSCU institutions:
In FY09 the Office of the Chancellor established unlimited system-wide site license
agreements for the two leading mathematical software engines: Wolfram Mathematica
and Maplesoft Maple. These agreements include licensing for full and part-time students
for their use on personal laptops.
The Office of the Chancellor has conducted a usage survey of all MnSCU institutions to
determine the extent to which these mathematical software suites are used as a critical
component of teaching and learning across the system.
Courses identified to be using either Mathematica or Maple:
Mathematica and Maple are being applied as an essential technology in Math, Physics,
and Computer Science courses across The System: from Algebra , Calculus and Statistics
to Electricity, and Magnetism, Celestial Mechanics and Quantum Mechanics.
Math, Computer Science, and Physics courses reported in the Mathematical software
survey include the following:
Comp 324 Design & Analysis Algorithms
CSci 2031 Intro Numerical Computing
Math 150 Calc I
Math 1500 Precalculus
Math 151 Calc II
Math 200 Statistics
Math 210 Discrete Mathematics
Math 2490 Differential Equations
Math 2510 Calc III-Multivariable Calc
Math 2520 Calculus IV-Differential Equations / Linear Algebra
Math 260 Computer Calculus
Math 314 Combinotronics
Math 314 Numerical Analysis
Math 323 MV Calculus
Math 327 Linear Algebra
Math 3471 Numerical Methods
Math 355 Mathematical Modeling
Math 366 Differential Equations
Math 450 Numerical Analysis
Math
Calc I, II. III, IV, Calc Stats
PHYS 330 Intermediate Mechanics
PHYS 350 Comp Methods/ Physical Sci
PHYS 370 Electricity & Magnetism
PHYS 380 Celestial Mechanics
PHYS 430 Quantum Mechanics
Summary of the system-wide Mathematical Software Survey:
The Survey identified how many institutions actively use Mathematica, Maple or both. The survey
identified the number of Faculty users at each institution, course titles along with the number of
courses taught using mathematical software. Also identified were the number of machines with
mathematical software installed, the number of student users, and estimated student satisfaction.
Institutions Users:
20
Institutions use Mathematica in courses
14
Institutions use Maple in courses
23
Institutions (non-duplicated) use either Mathematica or Maple in courses
Institution Non-users:
14
Institutions use neither Mathematica nor Maple in courses
Faculty Users:
155
120
Faculty using Mathematica in courses
Faculty using Maple in courses
Faculty Research:
15
Faculty members using Mathematica in research
11
Faculty members using Maple in research
Courses using Mathematica and Maple:
89
Courses using Mathematica
56
Courses using Maple
Student Users:
3750
5745
Mathematica Student Users
Maple Student Users
Lab Machines:
4844
4126
Lab and Office Machines with Mathematica installed
Lab and Office Machines with Maple installed
Student Satisfaction: (negative to positive scale = 1 to 6) (average for those reporting)
4 Mathematica: Average Student Satisfaction
5 Maple: Average Student Satisfaction
Learning Objects and On-line Courses:
13
Institutions use either Mathematica or Maple to create Learning Objects
4
Institutions use either Mathematica or Maple for On-line Courses
Faculty Comments:
As part of the survey, faculty comments were solicited to further identify the use and
satisfaction attributed to the investment in mathematical software. We received comments
from across the system ranging from “we do not have anyone using either Mathematica or Maple”
to “planning future use” and including positive endorsements such as “a professional tool that
all practicing physicists need to know how to use.“ (comments excerpted from the survey)
FACULTY & STAFF COMMENTS
Alexandria Technical College >>> Currently we do not have anyone using either Mathematica or
Maple. - Susan M Krueger, Software Support Specialist
Bemidji State University >>> I would also like to add that if MnSCU is considering other
software packages for system wide purchase I would strongly recommend one of more of the
statistics packages: Minitab, SPSS and/or SAS. Since statistics is used in so many disciplines
this would have campus wide impact.
- Randy Westhoff, Professor and Chairman, Dept of Math & Computer Science
Century College >>> Faculty comments: * I have used the packages in my lecture to help
illustrate concepts, especially finding areas and volumes in Calc II by rotating curves around an
axis. The 3-D graphing capabilities make it easier to demonstrate what it looks like when you
form a solid of revolution. It also helps to explain how to slice the object to find its volume.
* Maple is user friendly.
* Faculty need Mathematica.
*The feedback from students was positive, compared with trying to draw the objects by hand. I
didn't attempt to have the students learn the software themselves since the learning curve is rather
steep, especially for Mathematica. In the future I will try to at least get the students going with
some of the built in templates in Maple or the new objects that you can create in Mathematica 7
with the Manipulate function. - Becky Campbell, Math Faculty
Fond du Lac Tribal and Community College >>> Currently I am using Maxima which is
entirely free, easily downloaded and installed on Mac, Windows, Linux, and UNIX-variant
machines. Before this year, I used MuPad-light, but the Paderhorn U project which supported the
free version disbanded, so I switched to Maxima. I also
point students to other free software like the Grapher which comes stock on Macintosh machines.
- Ted Wetherbee, Math Faculty
Inver Hills Community College >>> I received an Award for Excellence to “learn” Mathematica
and Maple and develop some Calculus labs using this software. I really like the Mathematica
Demonstrations because they help students visualize some key ideas. I created some worksheets
and activities that go along with these demonstrations. I used Maple to create one lab that
requires graphing in 3-dimensions. Mainly I used this Maple activity to help students visualize
and show them some software that exists out there. However, Maple and Mathematica are a little
too complicated for students to use on a daily basis. We have other technology (graphing
Calculators and Derive) that are more user-friendly and easier for students to learn to use.
- John Honchell, MIS Instructor
Inver Hills Community College >>> I appreciate the option of using mathematical software in the
classroom and think it is invaluable in certain situations, but I have been able to do anything I
need to using Derive. There are some helpful demonstrations on the Wolfram demonstration site,
but those can be viewed over the Mathematica viewer without having the full Mathematica
software.
I’ve had little feedback from students using Mathematica or Maple. Those who have used the
software have had positive reactions to it, but the learning curve is much less steep using Derive.
- Angela Gallant, Math Instructor
Itasca Community College >>> At Itasca Community College, the Math and Engineering faculty
are in the process of assessing a mathematical computer software to use in our courses.
- Bart Johnson Engineering faculty
Itasca Community College >>> I have never taught it, but I have used MathCADD and Maple as
a student. I took well to MathCADD (and I am hoping Mathmatica is close this format) but was
completely lost in the language Maple used. - Mason Hansen, Engineering Instructor
Lake Superior College >>> I am using Mathematica 6 for my Calculus I and II. This is a perfect
tool for more advanced math, science classes. In my opinion, teaching this type of classes with
Mathematica or Maple makes tremendous difference.
Thanks for the campus wide license, and now this new student licensing option is great. I know
that students will appreciate this option very much. Some of them used to buy license for one
semester and then renew it for the next calc class. Other used our campus lab computers only.
- Zbigniew Wdowiak,
Mesabi Range C&TC >>> In addition to Mathematica, the students are also using Texnikcenter,
a front end for Latex. The students seem to love the experience of using Latex to write notes, and
answers and use Mathematica to visualize the functions and convert them into GIF's which are
then inserted into their notes.
- L. Hazareesingh Ph.D
Metropolitan State University >>> From an IT perspective, our use with Mathematica is from the
installation perspective. Although the install process for Mathematica has a few extra steps to it
and can be complicated at times, I have had a wonderful working relationship with our Rep from
Wolfram and they have provided excellent service when needed.
I have had a lot of
feedback from faculty who prefer to use Mathematica over Maple on our campus. I have had
students call me and inquire about the licensing opportunity for students and they have taken
advantage of it. - Samantha Erickson, IT
Metropolitan State University >>> In addition to the above classes that require Mathematica, I
also used it last semester in a differential equations course to illustrate some concepts. The
"manipulate" command was fantastic in this situation.My research (on the "quasi-normal modes
of black holes") relies heavily on computations done with Mathematica.
- Michael Green, Associate Professor Dept. of Mathematics
Metropolitan State >>> I use Mathematica in research. A recent article I wrote about geometric
tilings was helped tremendously by Mathematica. I wrote interactive programs that let me
explore the tilings, which then led me to the conjectures I subsequently proved. I also used the
software to produce several illustrations for the article. The hairy algebraic calculations
underlying another article of mine were done in Mathematica. In our mathematics seminar I used
Mathematica to illustrate a novel way to visualize complex valued functions.
I have recently taught two courses, the mathematics senior seminar and Math 301 Real Analysis,
where several students used Mathematica to prepare presentations or homework assignments. I
didn't require the software for those courses, but it clearly helped students develop additional
insights and I will probably require and incorporate it in those courses in the future.
I expect that other members of Metro State's Math Department will write in with their
experiences using the software packages.
- Axel Boldt, Ph.D. Asst Prof of Mathematics
Metropolitan State >>> I need Mathematica for my research. I also use the animations to
present my research at departmental talks and at national and international conferences.
I use Mathematica animations in my class lectures in every course I teach. It's essential in
Mulitvariable Calculus. I also use it to construct professional looking static graphics for class
presentations and tests.
I require students in the above classes to do homework with Mathematica.
Please renew the current open-access license for students on Mathematica.
- Craig Calcaterra, Associate Professor, Applied Mathematics
Minneapolis Community & TC >>> “I have found that the use of Mathematica for Multivariable
Calculus and for Linear Algebra and Differential Equations has made it very easy to illustrate and
demonstrate mathematical ideas that previously were very hard to visualize. Now I can very
quickly and easily show three-dimensional figures, rotate them and look at them from various
perspectives. I can show vector fields, parametric plots, etc., something that is very difficult to
do by hand. Also I can show complex calculation results in a matter of seconds."
“Currently I use Mathematica primarily as a tool for generating graphics to incorporate into
teaching materials or exams. I would like to use it more as a teaching tool, especially when I next
teach Math 2220. I would also like to develop homework assignments that involve having the
students use the software."
"I have successfully utilized Mathematica to teach second year calculus courses (Multivariable
Calculus and for Linear Algebra and Differential Equations). It has been an effective enrichment
tool allowing me to save time and obtain visualizations and calculations that would be difficulty
to impossible to complete without the program. I would like to incorporate is use into first year
calculus programs as well." - Janis Hollenbeck, Dean of Math, Science & Nursing
MSU Moorhead >>> I've noticed students who have had no experience whatsoever in Maple
using it to help them in classes, to understand the material, create a graph, etc., especially when
Excel is not powerful enough or to clumsy to use. They find it easier to learn to use an unfamiliar
program than to try to force Excel (which they know very well, better than I do) to do the task.
They will ask for help on the basics, for example, how to enter expressions, but a 5-minute
tutorial pretty much gets them where they want to be. I have used Maple extensively in both
Math 260: Computer Calculus, where mathematical software and its use in calculus is the specific
focus of the course, and in Math 355 Mathematical Modeling, where, by the nature of an applied
modeling course, mathematical software of some type is indispensable. In addition, I had four
groups, 12 students total, present projects at MSUM's Student Academic Conference in April.
The availability of this mathematical software was a necessary component of their projects. ...
"perhaps the more important statement - the software will change and adapt with technology, but
Maple (and Mathematica) will generally be the starting points for that change, and exposing our
students to those technological issues is an essential part of educating them for the future. - Dr.
Ellen Hill, Mathematics, MSU Moorhead
MSU Moorhead >>> The adoption of Maple on our campus two years ago has had a significant
impact on out use of computers in upper-division physics course. It was particularly important the
Math Department also adopted Maple for use in their Computer Calculus course. We can now
assign interesting problems in upper-division courses that require the use of symbolic
manipulation software like Maple with the confidence that students already know how to use the
software. Experience with the software has also been useful in preparing students for summer
research experiences and for graduate school.
An unanticipated benefit of Maple is that I make fewer errors in writing solutions to problem sets
in the upper division courses I teach. Maple provides a relatively easy way to check my work
before distributing the solutions to students.
Maple has become a regular part of my research toolbox. Although not the primary tool, I do use
it frequently (perhaps an hour a week) to help in calculating analytic expression and generating
useful approximations.
- Matthew Craig, Professor and Chair, Dept of Physics & Astronomy
MSU Moorhead >>> Student like the tutorials that are available in Maple for better learning and
understanding the concepts of calculus. Students have liked using Maple in solving problems and
exploring problems that are not easily accessible by paper and pencil methods.
For Teaching: Maple has helped me better explore and find good problems to pose to students. I
can easily try many different problems in a short period of time. I use Maple to prepare good
graphs for display on student exams, labs, and worksheets.
TIM PEIL (Mathematics):
MSU, Mankato >>> Here is what I know about the use of Mathematica by our faculty. Drs.
Ernest Boyd, Namyong Lee, Brian Martensen, Dan Singer, Ioannis Souldatos and Hongxia Yin
use it regularly in their teaching and research. We use it when teaching Math 115, 121, 122, 180,
223, 247, 321, 375, 425/525, 470/570, 492, 605, 620, 672 and 674. We present demonstrations in
class as well as conducting computer labs in the Academic Computer Center, WH 116. Our
students are very enthusiastic about it (rating of 5), but I do not know how many of them have
installed a home-use license on their own computers. Our graduate teaching assistants also use it
in their offices. You may reference my web pages at krypton.mnsu.edu/~7364eb and click on the
different links to courses where my students can download the Mathematica notebooks that I
create for the courses. We all use Mathematica in our research. In particular Dr. Lee and myself
have given professional talks directed toward using Mathematica in analyzing nonlinear
dynamical systems. This kind of work could not have been done here prior to having
Mathematica. - Dr. Ernest Boyd, Chair, Mathematics & Statistics
MSU, Mankato >>> I enjoy building examples in Mathematics, especially using the
Demonstrations on their website and the Manipulate function, to show students in class.
However, I haven't worked up to requiring students to use either package. - Eryn Michelle Stehr
MSU, Mankato >>> First of all I appreciate your effort to keep the university equipped with
proper mathematical softwares. I have been using Maple for my research. Maple is a very
convenient tool for many computational problems.
Based on experiment by Maple I make conjectures and prove them theoretically. Without Maple
it would be hard to observe consistent behavior in certain problems including symbolic
computation of eigenvalue and eigenvector for matrices and symbolically solving polynomial
equations of large degree. I recently have made progress on a project for which I am working
with my graduate student, using Maple.
Maple also has a lot of interesting commands, including primality test and integer factorization
as well as plotting graphs of functions. These commands are in particular important for students
to understand mathematical concepts. There are very important uses of primality test and integer
factorization in cryptology and coding theory, which are very well appealing to students. The
graphing commands usually serve well students to visualize mathematical phenomena. I intend
to use Maple to develop students' research projects in the area of cryptology and coding theory.
I am looking forward to using Maple more for my teaching and research.
- In-Jae Kim Dept of Math & Stats
MN West C& TC >>> Feedback from Math faculty: decided Mathematica was too hard to use
and we do not have the "advanced" students that want to take the time to use it. MAPLE: Math
faculty use Maple in their advanced classes, including physics. Students that have their own
laptops and request a copy are given a copy for their personal use. There are not a large number
of students but it has been effective. – John Roos, CIO
MN State College - Southeast Tech >>> We are not using Mathematica. I asked our people and
they are not planning to use the software in future. - Mohamed A. Elhindi, CIO
MN State Community & TC >>> Currently at MState we do not have any faculty that are
actively using the Mathematica and Maple software. We do have the latest version available and
will send out updated information to our Math faculty letting them know of the availability of the
software. - Lisa Ziegler, Help Desk Director
Normandale Community College >>> Six faculty members have built Mathematica into the
structure of courses they teach. I have built an extensive set of Mathematica notebooks for use
by students in my Multivariable Calculus course (Math 2510). These include interactive tutorials
for most of the topics in the course, as well as student projects, which are collected and graded. I
also use it regularly for classroom presentations in this and several other courses. Most students
generally like it, and I hear comments that it really helps with their understanding of the material.
- Christopher Ennis, Department Chairperson Mathematics/ Computer Science
Northwest Technical, Bemidji >>> Sorry, but I don't see NTC using either, now or in the future.
– Shane Jensen, IT Specialist
In Calculus III, I find Maple to be an invaluable tool—graphing curves or surfaces in three
dimensions is very difficult to do by hand and some students have a very difficult time picturing
graphs based on verbal descriptions. Maple does an excellent job of graphing 3-dimensional
objects--and you can rotate the objects for different perspectives. It's great!
In all of the Calculus courses, I like to do relatively difficult real-world applications from other
fields (physics, chemistry, biology, finance...) after we've mastered the skills 'by hand' in class.
We still have to translate the statement of the problem into a mathematical equation (which is
usually the most challenging part), but the tedious work of solving can be completed in just a few
minutes using a few Maple commands. Without Maple, we'd maybe have time for one or two
applications in a 50-minute class; whereas we can finish 5 or 6 applications if we use Maple to
help us solve the problem. I want to stress that by the time we use Maple, we've already covered
solving problems 'by hand', so Maple is not replacing 'by hand' skills.
In Differential equations, we also focus on applications from other fields, primarily physics, but
also some chemistry and economics. As in the calculus courses, we master the 'by hand' skills
first and then go to the lab to see applications.
Maple makes it easier to do more interesting problems and enables students to visualize many
concepts without relying on my questionable artistic ability.
Maple makes it easier to do more interesting problems and enables students to visualize many
concepts without relying on my questionable artistic ability.
- Elaina Bleifield, Ph.D., Dean of Science, Math and Health Careers
Rainy River CC >>> We haven’t used the software since Wendy Graves left a year ago.
- Renée Peterson, CIO
Riverland Community & TC >>> I am not using Mathematica this semester because Gen Chem
1201 was canceled. I did not use it last fall for Gen Chem 1201 due to the math backgrounds of
the six students who were enrolled in the class. Many struggled with basic concepts and seemed
to have a lack of understanding of how to use the expensive TI calculator they had purchased.
When I first started teaching here this was definitely not the case.
In short, I guess for all practical purposes my use is little to none depending upon enrollment
numbers and caliber of students. – Dan Harber, CIO
Rochester Community & TC >>> About half of our Math faculty use Mathematica in their
offices.
- Alan Charon, Information Technology
South Central College >>> South Central College has just recently gotten Mathmatica into the
hands of students. Hopefully the product use will grow in usage. - Evan Peterson
St. Cloud State University >>> Economics uses MAPLE but MATH and PHYSICS are the
heaviest users Mary Edwards was very please when we went to a campus wide license. User-ids
for over 1100 students to use the Math-Stat Lab. Roughly 425 of the user-ids were for Math
courses where MAPLE would be the primary software tool to assist them with their class work.
- Mark Kotcho, ITS Software
St Paul College >>> Planning for Student Use of Mathematica & Maple
- Lisa Nguyen, Software Asset Manager
Winona State University >>> Mathematica is a professional tool that all practicing physicists
need to know how to use. - Nathan T Moore,
In Conclusion:
The Mathematical Software Survey data details significant and growing use of
Mathematica and Maple in Math, Physics, and Computer Science courses across The
System. In coming years the use of this software will extend to fields from engineering to
economics.
These advanced technologies are essential components in achieving system-wide goals
relating to Science, Technology, Engineering, & Math.