For Schools

• For all grades and all levels from Middle High school through College

• For vocational and technological education

• For independent and group learning

• For home schooling

• For teaching while generating curiosity and satisfaction of the students

• For dynamic visual demonstration of mathematical principles and concepts

• For preparation of resource materials while integrating equations and graphs

• For incorporation of laboratory activities and projects into the curriculum

• For integration of NCTM Standards into the curriculum

• For achieving NCTM's Goals

  For Students

• For independent guided self experience and investigation activities

• For active learning in the computer laboratory

• For enhancing understanding without tedious calculations

• For increasing knowledge, satisfaction and success

• For use in school and at home

• For doing homework effectively while obtaining feedback

• For preparing homework while integrating equation and graphs

Graphic 
Presentation

Multi-color graphs

PC-size screen & resolution 

Mostly single color graphs

Limited screen size and

poor resolution 

Functions, Commands and Tools Operation

In standard mathematical language and Windows standards

In special language of graphing calculator via 
limited calculator keypad

Scales and Grid

Fully adjustable quantitative accurate scaled grids

Non-scaled grids

Tracing Accuracy

By mouse or  user defined increment and special 

snap to mechanism 
Exact values and solutions

By calculator increment 

Approximate values

Math Tools

Movable mathematical tools (tangent, chord, normal, parallel, slope, etc.)

No movable tools; 
stationary tangent only

Measurements

Measures segment lengths, angles and area

No capability for measurement

Save, Load, Copy and Print Graphs

Windows' capabilities for save, load, print reports and graphs

Calculators capability

User Interface &

Syntax

Very simple interface

Simple Math classroom syntax

Complicated interface

Special calculator's syntax

Integrating equations and graph into Class Material

Very easily done
High quality colored graph

Not possible

 
Potential Users    Product History    Users Respond     Success Story    Back to top

Dr. Dalin started developing software for applied mathematics during the early 1980s. Running on Apple II, these programs were in daily use in Dr. Dalin's office. During the mid- 1980s, Dr. Dalin's developed a series of software packages known as the Wheel series. This series included: Super Calculator, Function Analyzer, Units Converter and Statistics Analyzer. These programs were reviewed by Byte and PC Magazine. Their description of these programs :
"Dalin's Wheel is very easy to use and superior than Borland's Eurika".

During the late 1980s, Dr. Dalin tought, that since "Mathematica" was released and MathCad was well established, there was enough good software available for scientists, engineers and university students, so no further competition was justified in this field.

Dr. Dalin therefore focused his efforts and creativity on developing software for secondary education. Implementing his experience, he developed MathematiX, which became the leading software for mathematics education at middle and high school levels in Israel.

The graphics and tools provided by MathematiX and its simple intuitive human interface made MathematiX a winning product. The first version of MathematiX was distributed in Israel in 1992. The feedback from the Israeli math teachers was implemented during continuous development. Thus Dr. Dalin was able to create and provide an excellent mathematical laboratory within the framework of mathematical school education.

Since 1992, Dr. Dalin's efforts within the Israeli educational system together with the accumulated feedback have enabled him and his staff to further develop MathematiX. As a result, a new approach to teaching and learning mathematics has been born. 

Now, Dr. Dalin has decided to share the unique MathematiX software experience with the international educational community so that together we can turn the 21st century school mathematics into a subject that is both interesting and understandable.

• "With MathematiX my students understand and love mathematics, and high achievements became obvious." (Nathan Harpaz - Author of Math books and Senior Math teacher, Hoel-Shem High School, Ramat Gan, Israel).

• "I can't imagine how it is possible to teach mathematics without MathematiX." (Zofit Herbest -  Gilboa Regional High School, Israel).

• "I never thought that it is possible to teach mathematics in such an innovating, interesting and understandable way. MathematiX made it possible. It is really great..." (Tal Bar Maoz - Regional Math Supervisor).

• "Thank you, Dr. Dalin, for providing us with MathematiX - such an excellent and easy to use software." (Udi Frish - teacher, Dror. Regional High School, Israel).

• "We were looking all over for a mathematical software. We didn't find anything like MathematiX." (Dr. Rina Hershkovitz, School of Education, Weizman Institute for Science, Rehovot, Israel).

• "Knowing its capabilities and performance, I highly recommend the use of MathematiX." (Neomy Chissik, Head of mathematics education, ORT, Israel).

Yonat Story
by: Greg Wooton, math teacher (1996)

   I would have to say that it was the light in her eyes, reflecting her burning desire to want to understand, that changed my life so radically and has brought me to this place today. Yonat came into my "c-level" mathematics class at a time when I was contemplating leaving the teaching profession altogether. Years of unappreciated sacrifice, coupled with ridiculously low wages, had all but choked out what was left of the idealism that I had started with fifteen years earlier. Of course she would tell you a completely different story, of a teacher who believed in her enough to help her overcome nine years of being labeled a "special learning student"; but then, this is my version of her story.
   Yonat had been thoroughly tested by a battery of experts at her kibbutz in Israel. The verdict, handed down by this jury of educators, was that she did not have the mental capability to understand abstract mathematical concepts. Of course that had to be the answer, because she had no problem in her other subject areas, and had not yet achieved a passing grade in math since the first grade. Summoned to a special conference concerning Yonat, I was told to stop giving her false hope. She was a c-level, ninth grade student who would never be able to take Israel's matriculation exam at the end of the eleventh grade. This exam, called the "bagrut", is similar to the advanced placement calculus exam given in the United States. It is a very tough, three-hour examination, which determines whether a student graduates or only receives a "certificate of completion" from high school. The stigma of not passing the bagrut exam then haunts the student throughout his or her mandatory years of military service after high school, and beyond. 
   We applied for and miraculously received a thousand dollar grant from our school to purchase ten copies of a new software program that been created by Dr. Joseph Dalin, called MathematiX. Without getting into too many technicalities, this software transformed the learning functions for these students, and suddenly math became a visual language. Analytic geometry, trigonometric functions, differential and integral calculus became easily comprehensible to Yonat and to her class, because they could view the subject matter, quickly manipulate the parameters and zoom in on specific areas on each graph.
The Hula Valley Regional High School, where I taught, had recently purchased an elaborate computer class network with twenty new IBM 386 computers. We literally begged for every hour we could be allowed to work in that room. 
Technology was a big key, but it was the change in heart and attitude, which ultimately made the difference. We quickly learned how to enjoy learning.
   Over the next three years, each student was required to maintain an 80 average to continue the following year. Students were allowed to talk to each other quietly in class' but only about math. Students who didn't comprehend as quickly were encouraged to work together with those who did. After so many years of teaching, I had stopped requiring kids to sit still, be quiet and stop learning. Our third year together as a group was the most exciting. I could leave the classroom anytime and return without worry, finding everyone still working diligently at the problems assigned. The students handled occasional disciplinary problems themselves, with Yonat leading the tongue lashing at the instigators of these disruptions. the students' parents and other teachers began witnessing a transformation in many other areas of these students' lives. Their enthusiasm and hype was contagious, and soon spread to other c-level classes in the school.
   In June of 1994, fourteen of the original eighteen members of Yonats class passed the bagrut examination with an average score of 65. As expected by all of us, Yonat had attained the highest grade, a respectable 79.