ࡱ> &(#$%`g;bjbjss BZb1  \"\"\"8"<"< f|#(@#### % % %7f9f9f9f9f9f9f$4hhj]f W,%%W,W,]f ##4rf222W, # #7f2W,7f22_X c# # KB\"'0HWa(eTf0fah|ko1$|kPc|k c %&b2^(z) % % %]f]f2X % % %fW,W,W,W, X X   FUNCTIONAL MODELING A CREATIVE WAY IN MODELING HANS-STEFAN SILLER Abstract: The purpose of this paper is to show that modeling is a very important part in mathematics education. Because of the increasing importance of interdisciplinary teaching it is necessary to look at subjects where modeling can be done interdisciplinary. With the help of this view, certain problems can be solved through a functional sight. This leads to the way of Functional Modeling, which can be done in particular in Mathematics and Informatics. The importance of this view should be discussed in this discussion group. Key words: Creative Personality, Creative Process, Creative Environment, Creative Mathematical Product, Creative Thinking, Creative Working. INTRODUCTION To enforce mathematical creativity it is necessary to have a look beyond ones own nose. Especially in mathematics education it is possible to take up inner-mathematical ideas like the pivotal idea of the function and to apply it to other related subjects. Therefore it is necessary that the mathematical concepts and ideas are realized and comprehended in detail by the learners. After the process of understanding these fundamental ideas and concepts can be implemented with and in other subjects. One creative possibility to enforce the fundamental idea of the function with the help of other subjects, in particular with Informatics, is the interdisciplinary way of Functional Modeling. Modeling is a well known method for working in a creative and sophisticated way with pupils and students. It is also well known that Modeling is a pivotal idea as well as in Mathematics and Informatics (H.-St.Siller, 2007). Hence it is obvious that this pivotal idea in both subjects is a fundamental idea for the interdisciplinary aspect of Mathematics and Informatics. Through narrowing the broad perception of modeling it is possible to focus on interesting topics like functions and functional sight. With the help of this view it is possible that pupils or students work creative both at the sheet of paper and, if they have the chance, at a computer or programmable graphical calculator. For advancing creativity in this issue it is almost essential to work with a personal digital assistant. Thus Functional Modeling accompanies strongly to Functional Programming. Functional programming can be done in several ways in school. A lot of computer programs allow doing it. Therefore it is very important to think about the ways which are offered to go and the programs which are concepted functionally. For students and pupils it is possible to do Functional Modeling with different programs. Some of them have already been discussed; some of them should be discussed in detail. Students and pupils shall focus on: EXCEL, Computer Algebra Systems (CAS), Graphical calculators, Functional programming languages (Haskell, Scheme, ...). Different scientists like Hubwieser, P. or Schneider, M. have thought about the ways of functional modeling in education and they have developed adequate concepts to do it effectively. There are a lot of possibilities (because of the enormous variety in computer programs) for students and pupils to create programs in a functional way. This is very important because only a wide spectrum of applications can lead to an efficient education in Functional Programming. How this can be done in EXCEL is told by P.Hubwieser (2007) 'Didaktik der Informatik' impressively. How Functional Modeling can be done with a calculator Fuchs/Siller/Vsrhelyi have shown in their book 'Basics in Functional Modeling' (K.Fuchs, H.-St.Siller, E.Vsrhelyi, 2008). Another possibility for functional programming is the usage of (programming-) languages like Scheme or Haskell additionally. Important facts, why functional programming could be done with such a language are: instructor need not be a mathematician, needn't have experiences in the use of CAS or graphical calculators, needn't make investments for expensive program solutions (like EXCEL). Another very important fact, for using a language like Haskell is that the 'Black-Box'-principle is eliminated by creating little programs for specific problems. The students must understand the mathematical background to realize it in a functional way. On the one hand it is possible to advance the effective use of 'White-Box'-principles (B.Buchberger, 1992) by this approach because it has to be an important aim for instructors. On the other hand interdisciplinary teaching gets more and more important. This is a fact which is included in several curricula and the students are motivated for informatical/mathematical working on computers through a strong interdisciplinary teaching in certain topics. Another important argument for teaching functional modeling are recursive functions as Fuchs, K. J. told in his presentation 'Functional Thinking - A fundamental idea in teaching Computer Algebra Systems' (K.Fuchs, 2007). With the help of recursive functions it is possible to focus on recursive definitions of the binomial-coefficient, shown in (K.Fuchs, H.-St.Siller, E.Vsrhelyi, 2008), the binomial-equations, shown in (K.Fuchs, H.-St.Siller, E.Vsrhelyi, 2008) or some special sequences, like sequence of Naryana (Ars electronica 93, 1993) which are calculated with computers. With an informatical sight on these subjects, they are of increasing importance again and it is possible to show interesting aspects for such things beyond mathematics. AN EXAMPLE FOR WORKING IN A CREATIVE WAY WITH PROGRAPH DIAGRAMS Very interesting and ideal topics for creative interdisciplinary teaching are number systems. In this subject it is possible to connect easy basic mathematical knowledge with an informatical sight. Students should have knowledge in the division with residues, about different number systems, like the decimal system and the dual system, in functions and functional representation, like recursive description. If they are common in these things it is possible to look at the conversion of a natural number to a binary number in an interdisciplinary mathematical and informatical way. The conceptual formulation could amount like the following: Think about a functional way to derive binary numbers out of natural numbers. Before the implementation with a Computer Algebra System draw an appropriate diagram to show the coherences between the used functions. PROGRAPH diagrams (S.Matwin, T.Pietrzykowski, 1985) (Diagram 1) are an adequate illustration for Functional Modeling. Of course it is necessary that students get an introduction to the different symbols in these diagrams. A short summary of all the symbols can be found in [4]. If they are familiar with these symbols the diagrams are very intuitive and easy to draw. Diagram 1.  It is obvious to see that the conversion of a natural number to a binary number can be done very easy through the help of conditions, basic mathematical functions (Modulo-function, Append-function, Division-function, Integer-function, recursive-functions), guiles. If all these mathematical facts are known the description of functional models with the help of this diagram type is very advantageous. The advantages for using PROGRAPH diagrams are: Easy to learn because there are less basic concepts. Especially there are no allocations, no loops or no skips. Higher efficiency because the source code which should be implemented is very short compared to an imperative program code. Higher trustiness because considerations or proofs of the correctness of the source code is easier because of the mathematical background. Like Nassi-Shneiderman (I. Nassi, B. Shneidermann, 1973) diagrams for imperative modeling PROGRAPH diagrams return a very bright picture of the processes which should be described. The structure of the drawn diagrams can be implemented 1:1 in a CAS. It doesnt depend on the system. Another very important point which has to be articulated is that students or pupils are highly motivated and challenged by Functional Modeling also problems can be very difficult in description. The conversion of the PROGRAPH-diagram above can be done in several different systems told before. One of the shortest implementations can be done in the language Haskell, which is a typical functional programming language. Therefore it is obvious that the source code is very short. The code for the implementation is a general one. So it is easy to expand the above headed diagram to a general form for converting decimal numbers into binary numbers (Diagram 2): Diagram 2  Through the combining of diagram construction and programming languages or Computer Algebra Systems the teaching with the help of computers or graphical calculators gets more exciting again. For students it is more efficient because mathematical facts will be understood through informatical handling. The interdisciplinary aspect of Mathematics and Informatics gets starched and new forms of education in a creative way are possible. Another important point which should be mentioned is the partition of the modeling process into a Black-Box and a White-Box part. With this classification it is possible to get a clear, intuitive and on the first sight understanding description of this process which is meaningful and detailed. In the first part, the Black-Box-Part, the questions `Which information is for which component? and Which information is necessary for another part of the process? can be answered. The inner structure of the used components is not answered yet. This is an exercise for the second part, the White-Box-Part, where the functions are implemented as a source-code. The special use of PROGRAPH diagrams is very efficient in the first part because the structure can be seen on the first sight. The functional character of the involved parts appears because it is easy to see that each function is fed through a unique assignment of input parameters. CONCLUSIONS AND FUTURE WORK Through engaging students or pupils with problems that can be solved through Functional Modeling it is possible to expand the learners perception. A lot of mathematical problems which have been solved through an imperative sight of the learner can be solved with the help of a functional ansatz. Enforcing this view to problems leads to a more understandable and accessible approach to functions and functional thinking. Lots of problems discussed in schools can be solved through the described functional sight. So the students or pupils mathematical creativity gets stimulated through solving problems with this view. Demonstrations for such problems as well mathematical problems as interdisciplinary problems will be given in different presentations of me during the year 2008 at different conferences. Another possibility to find a lot of typical mathematical problems that can be discussed in a functional way can be found in [4], which will be released in March 2008. Through an interdisciplinary attendance Functional Modeling gets more important and (mathematical) creativity can get strengthened. Therefore it is necessary to attract attention to this interdisciplinary mathematical topic. REFERENCES Ars electronica 93 (1993) - Festival fuer Kunst, Technologie und Gesellschaft: Festival Katalog 1993 - Genetische Kunst - Kuenstliches Leben, http://www.aec.at/de/archiv les/19931/1993 278.pdf, Linz Buchberger, B. (1992): Teaching Math by Math software: The White Box / Black Box Principle, Paper of the RISC-Institute of the Johannes Kepler University Linz, Linz Fuchs, K.J. (2007): Functional Thinking - A fundamental idea in teaching Computer Algebra Systems, ICT-Conference, Boston Fuchs, K.J.; Siller, H.-St., Vsrhelyi, E. (2008): Basics in Functional Modeling, Casio Europe GmbH, Budapest Hubwieser, P. (2007): Didaktik der Informatik, Springer, Berlin Matwin, S. & Pietrzykowski, T. (1985): The Programming Language PROGRAPH: A Preliminary Report. In: Computer Languages, 10:2, pp. 91 125. Nassi, I. and B. Shneidermann (1973): "Flowchart techniques for structured programming", ACM SIGPLAN Notices, vol. 8, pp. 12-26, Aug. Siller, H.-St. (2007): Modeling - a pivotal idea of interdisciplinary teaching in mathematics and computer science, CADGME-Conference, Pecs, 2007 ABOUT THE AUTHOR Univ.-Ass. Mag. Dr. Hans-Stefan Siller IFFB - Department of Mathematics and Informatics Education University of Salzburg Hellbrunnerstr. 34 5020 Salzburg Austria Phone: +43 662 8044 5330 E-mails:  HYPERLINK "mailto:hans-stefan.siller@sbg.ac.at" hans-stefan.siller@sbg.ac.at  HYPERLINK "mailto:stefan.siller@gmx.at" stefan.siller@gmx.at  PAGE 170 PAGE 170 PAGE 170 PAGE 170 PAGE 170    Hans-Stefan Siller Functional Modeling - A Creative Way in Modeling PAGE 328 DG 9: Promoting Creativity for All Students in Mathematics Education, Section 4 PAGE 329 ICME 11, Mexico, 2008 Proceedings of the Discussing Group 9 : Promoting Creativity for All Students in Mathematics Education The 11th International Congress on Mathematical Education Monterrey, Mexico, July 6-13, 2008 PAGE 323 ICME 11, Mexico, 2008 45HIR] h YvGIRZξξᮟ}}qh\PqGqGh#5mH sH h!hE5mH sH h!h!5mH sH h!5mH sH hEhE5mH sH hEhE6CJaJmH sH "hEhE56CJaJmH sH hEhECJaJmH sH hEhE5CJaJmH sH hECJ$OJQJaJ$mH sH $hEhECJ$OJQJaJ$mH sH  hEhEOJQJaJmH sH hEOJQJaJmH sH 45HI] $ & F0<d\$^`0a$gdE $d\$a$gdEd\$gdE $d\$a$gdE$ DPd\$]P^a$gdE$ Pd\$]P^a$gdE $d\$a$gdEd\$gdEb9f;K0upqL6 $ & F<d\$^`a$gdEd\$gdE $d\$a$gdE$ & F 0<d\$^`0a$gdE $<a$gdE$ & F0<d\$^`0a$gdEZ[ 57#%LO[\'Rpq6 ! !!"!@!A!~"˿쟐tk_ShEh#5mH sH h#h#5mH sH h#5mH sH hEhE5CJaJmH sH hoCJaJmH sH hEhECJaJmH sH hEhEmH sH hhUYe5mH sH h5mH sH h)Xqh)Xq5mH sH h)Xq5mH sH hhE5mH sH hh5mH sH hEhE5mH sH h#mH sH 6 ! !~""""####ss\$ & F0d\$^`0a$gdE$ & F0<^`0a$gdE $`a$gdE`gdE`gdo$d\$`a$gd, $xd\$a$gdE$a$gdo5$d$d%d&d'dNOPQ\$]^a$gdE ~""""%%%%s)})~))).3333#4ĸ͆͠wjZK;h)XqhE6CJaJmH sH h)XqhECJaJmH sH hEhE5CJaJmH sH ho5CJaJmH sH hEhECJaJmH sH ho5mH sH  j,hEho5UmH sH h)XqhE6mH sH h!hE5mH sH h!h!5mH sH h!5mH sH hEhE5mH sH hEhEmH sH jhEhEUmH sH hEhE6mH sH #M$$9%%&'s)})))3+...d\$gdE$d\$`a$gdE$ d\$`a$gdE$ d\$`a$gd)Xq $d\$a$gd)Xq$ & F0<d\$^`0a$gd)Xq $<`a$gd)Xq.023334*556S66e777 808k8888$a$gdo$d\$`a$gdo $d\$a$gdE$0^`0a$gdo$d\$`a$gd)Xq $d\$a$gd)Xq#4$4g4h444)5>5556)6R6q6x6z66666667d7|777 8888899ӮӞ}h}hU$hohE0JOJQJaJmH sH )jhohEOJQJUaJmH sH  hohEOJQJaJmH sH hohE5CJaJmH sH hEhE5CJaJmH sH hoCJaJmH sH h#6CJaJmH sH h#CJaJmH sH h)XqhECJaJmH sH h)XqhE6CJaJmH sH ho6CJaJmH sH !888a9b9999999999999999y&#$+D,gd $a$gdE$a$gdEgdE$a$gdEgdo$a$gdo$a$gdo99 9!9J9K9_9`9a9b9c9i9j9m9o9u9v9y9{999999999999999999999999ٺwshohEhoaJ$h`1hoCJOJQJaJmH sH h~jh~Uh~0JmHnHu h~0Jjh~0JUhohjM5CJaJ$hohE0JOJQJaJmH sH hohEOJQJaJmH sH )jhohEOJQJUaJmH sH )999999999999:: :G:Q:R:T:U:[:\:_:`:a:h:ϺyeyXϺLhoCJOJQJaJhle6CJOJQJaJ'h;ho6CJOJQJaJmHsHh;ho6CJOJQJaJho6CJOJQJaJ%hle0JCJOJQJaJmHnHu hAoIho0JCJOJQJaJ)jhAoIho0JCJOJQJUaJhohEhomH sH hle5OJQJaJmH sH #h`1ho5OJQJaJmH sH 9S:T:a:w:x::::;@;A;N;d;e;f;g;gdo$a$gd:'&#$+D,gd $ 9r  ]a$gdIi$ 9r  ]a$gd52$a$gd|*$'&#$+D,a$gd $ee]e`ea$gd|*h:v:x:::?;@;A;B;H;I;L;M;N;U;c;d;e;f;g;~znhohjM5CJaJh~ hIihohoCJOJQJaJ%hle0JCJOJQJaJmHnHu hAoIho0JCJOJQJaJ)jhAoIho0JCJOJQJUaJ h-Choh-Cho56CJaJh-Cho56CJ aJ hoh;hoCJOJQJaJ@ 00&P 1hPC:ple. 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