Statement of Purpose

MathLynx is a multi-purpose mathematics pedagogy environment and publishing forum.   It is written by mathematics
instructors.   The site is created and maintained by students as an ongoing mathematics/computer science/business
program.   Most of our students start as interns, and many stay on and work to either enhance the site or serve as
mentors to the next generation of interns.

For students MathLynx aims to model the learning process by allowing greater autonomy commensurate with greater
facility.   We

  1. supply interactive text (to enhance and illustrate concepts and examples in ways that standard static texts
  2. make available walk-through tutorials to help develop familiarity with using concepts,
  3. offer randomly generated practice sessions offering immediate feedback while being linked to supporting textual material,
  4. encourage completion of algorithmically graded and compiled evaluation sessions for demonstration of concept
    mastery by repeatedly successfully passing through substantial problems arising with concepts.

For instructors (in development) MathLynx offers

  1. the ability to pick-and-choose and so create personalized, tailor-made texts,
  2. evaluation tools to allow the creation of randomly generated, algorithmically graded homework, quizzes and exams,
  3. automatic compilation of scores in spreadsheet format for easy download and manipulation (organizational or statistical),
    and insertion into learning management systems, and
  4. monetary compensation for time and effort spent incorporating these materials into courses.

(Click here for information on course accounts.)

For authors MathLynx offers

  1. the ability to publish interactive materials online for wide distribution
  2. and decide whether or not to open-source these materials or what to charge for access.

(Click here for information on publishing.)

For institutions (in development) MathLynx offers

  1. follwing students through various classes and identify what skills have been practiced and mastered,
  2. tracking across instructors to identify success/failure on given topics for a given instructor,
  3. observation of what students are working on under a given instructor for coordination of schedules, and
  4. the ability to compare and contrast different instructors – and so establish a best-practice analysis.

(Click here for information on institutional accounts.)