# Full Project – Computerization of a mathematical formula solver system

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CHAPTER ONE

INTRODUCTION

• BACKGROUND TO THE STUDY

Geometry is one of fundamental methods which people use to understand and to explain the physical environment by measuring length, surface area and volume. For this reason, enhancing geometric thinking is very important for high level mathematical thinking, and it should be developed with spatial interaction and manipulation in daily life (Clements & Battista, 2013; Tan, 2012). However, in traditional classrooms, geometry learning is usually conducted only through the description of text, 2D graphs and mathematical formulas on whiteboards or paper. In some important topics, such as measuring the area and volume of 2D or 3D objects, traditional teaching methods often focus too heavily on the application of mathematical formulas, and lack opportunities for students to manipulate the objects under study. Consequently, many students can memorize the formulas and even appear to succeed in their course work without fully understanding the physical meaning of the math formulas or geometry concepts (Tan,2012)  suggested that the development of understanding of concepts such as the measurement of area and volume should come from the experience of covering and stacking manipulations, so that when formal mathematical concepts and formulas are introduced or applied, children would actually understand the formulas and their meanings. This implies that the construction of the geometry knowledge should be acquired via manipulating spatial objects (concrete experience), brainstorming (imagery concept) and writing symbolic solutions (abstract representation) (Battista & Clements, 2013).Therefore, to provide an environment to facilitate such deep, rich learning, researchers employed both computer 3D graphics and simulations to create a multi representative construction model, offering learners more flexible ways to organize their thinking with manipulation (like coordinating, restructuring and comparing operations) and symbolic terms, such as text, graphics and speech.

Geometry is a branch of mathematics concerned with questions of shape, size, relative position of figures, and the properties of space. A mathematician who works in the field of geometry is called a geometer.

Geometry arose independently in a number of early cultures as a practical way for dealing with lengths, areas, and volumes. Geometry began to see elements of formal mathematical science emerging in the West as early as the 6th century BC.  By the 3rd century BC, geometry was put into an axiomatic form by Euclid, whose treatment, Euclid’s Elements, set a standard for many centuries to follow. Geometry arose independently in India, with texts providing rules for geometric constructions appearing as early as the 3rd century BC. Islamic scientists preserved Greek ideas and expanded on them during the Middle Ages.

1.2       STATEMENT OF THE PROBLEM

Students find it very difficult to cram all the mathematical formulas they come across in school. Therefore, the need to computerize such formulas is the aim of this project work. Since it is not easy for a human being to remember all that comes his or her way, this project work is aimed at automating some elementary mathematical formulas.

1.3       AIM AND OBJECTIVES

The aim of this project is to develop Mathematics problem solver software that will help student to solve mathematics geometry problem using Visual Basic.net.

The objectives are as follows:

1. To use geometry formula to solve quadratic equation.
2. To reduce the need to know all mathematical formulas.
3. To ensure students are conversant with the computer system.
4. To ensure efficiency and accuracy
5. To use mathematics formula to solve problems in Fibonacci series.
6. To use mathematics law to solve problems in permutation and combination and generate even and odd numbers to infinity.

1.4       SIGNIFICANCE OF THE STUDY

This study is considered to be of great importance in the sense that it examines the impact of computer introduction to mathematical formulas generation and solution system. Thus, one may confidently state that the introduction of computer to the mathematical formulas will bring an improvement in its application in terms of expenses, time and other resources involved.

1.5       SCOPE/DELIMITATION OF THE STUDY

The scope of this project is limited to the solution of mathematical problem and the number of formulas which will be included in the system will be thirty(30) in number.

1.6       DEFINITION OF TERMS

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