標(biāo)題: Titlebook: Digital Technologies in Designing Mathematics Education Tasks; Potential and Pitfal Allen Leung,Anna Baccaglini-Frank Book 2017 Springer In [打印本頁(yè)] 作者: 手套 時(shí)間: 2025-3-21 18:04
書目名稱Digital Technologies in Designing Mathematics Education Tasks影響因子(影響力)
書目名稱Digital Technologies in Designing Mathematics Education Tasks影響因子(影響力)學(xué)科排名
書目名稱Digital Technologies in Designing Mathematics Education Tasks網(wǎng)絡(luò)公開度
書目名稱Digital Technologies in Designing Mathematics Education Tasks網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Digital Technologies in Designing Mathematics Education Tasks被引頻次
書目名稱Digital Technologies in Designing Mathematics Education Tasks被引頻次學(xué)科排名
書目名稱Digital Technologies in Designing Mathematics Education Tasks年度引用
書目名稱Digital Technologies in Designing Mathematics Education Tasks年度引用學(xué)科排名
書目名稱Digital Technologies in Designing Mathematics Education Tasks讀者反饋
書目名稱Digital Technologies in Designing Mathematics Education Tasks讀者反饋學(xué)科排名
作者: 苦笑 時(shí)間: 2025-3-22 00:07
Chemical Basis for the Use of Selenocysteineequire students to engage in dialectics of action, formulation and validation (Brousseau in . Dordrecht: Kluwer Academic Publishers, .) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in .(2), 203–233, .). In the classroom, students act within a .作者: 軍械庫(kù) 時(shí)間: 2025-3-22 02:47
Selenium metabolism in bacteriateacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in .. Dordrecht: Kluwer, .) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical t作者: acetylcholine 時(shí)間: 2025-3-22 07:38 作者: 織布機(jī) 時(shí)間: 2025-3-22 12:22
Mark H. Pinkerton,Paul R. Copelandactices. Indeed, many researchers have acknowledged the lack of research on how DGEs can and should be used in the context of assessment, and on how the learning that is developed through the use of DGEs in mathematics can be evaluated. Digital technologies include a range of mathematical and techno作者: Adrenaline 時(shí)間: 2025-3-22 16:42 作者: Adrenaline 時(shí)間: 2025-3-22 19:16
https://doi.org/10.1007/0-387-33827-6riculum, the notion of swept area is introduced in grades 10–11. The idea of swept area is introduced through the mediation of an artifact, the Polar Planimeter, both as a concrete physical-tool and as a virtual-object. It triggers and supports the semiotic productions of the students so that they c作者: dandruff 時(shí)間: 2025-3-22 22:55 作者: 愛好 時(shí)間: 2025-3-23 04:18
Selenium Pollution Around the Worldations. We describe a series of tasks designed for use in ., which take advantage of the affordances of this environment. We elaborate on various aspects of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar task作者: AUGER 時(shí)間: 2025-3-23 06:22 作者: Aerate 時(shí)間: 2025-3-23 13:40
https://doi.org/10.1007/978-1-4613-0073-1ng, prospective teachers must develop a strong knowledge base of mathematics, pedagogy and student epistemology. In this chapter we report on the design of a technology-based task “What can you infer from this example?” that addressed the content and pedagogical knowledge of the status of examples i作者: deactivate 時(shí)間: 2025-3-23 17:36 作者: Postulate 時(shí)間: 2025-3-23 21:04 作者: confide 時(shí)間: 2025-3-24 00:33 作者: 大包裹 時(shí)間: 2025-3-24 03:23
https://doi.org/10.1007/979-8-8688-0023-8s and to draw graphs. This paper discusses a technology leveraged program to develop student understanding of core mathematical concepts. A sequence of applet-like dynamically linked documents allows students to take a meaningful mathematical action, immediately see the consequences, and then reflec作者: lesion 時(shí)間: 2025-3-24 10:23
Task Design Potential of Using an Interactive Whiteboard for Implementing Inquiry-Based Learning in teacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in .. Dordrecht: Kluwer, .) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical task design.作者: calorie 時(shí)間: 2025-3-24 11:11
Digital Technologies in Designing Mathematics Education Tasks978-3-319-43423-0Series ISSN 2211-8136 Series E-ISSN 2211-8144 作者: Muffle 時(shí)間: 2025-3-24 17:05
Selenium metabolism in bacteriateacher uses an interactive whiteboard is presented, illustrating how an IWB expands the milieu (Brousseau in .. Dordrecht: Kluwer, .) of the learning situation and the collective part of the class investigation and suggests a mesogenesis-topogenesis-chronogenesis heuristic for digital pedagogical task design.作者: 糾纏 時(shí)間: 2025-3-24 22:20 作者: 常到 時(shí)間: 2025-3-25 02:08 作者: 面包屑 時(shí)間: 2025-3-25 04:19 作者: 充足 時(shí)間: 2025-3-25 09:07 作者: refraction 時(shí)間: 2025-3-25 12:33 作者: 燕麥 時(shí)間: 2025-3-25 18:09
Mark H. Pinkerton,Paul R. Copelandaction/interaction during assessment. This paper draws on previous work on task design in DGEs to provide a framework for identifying and designing different types of assessment tasks according to the specific goals of the teacher. These types of tasks will be exemplified using tasks designed by the first author for the iPad-based, multi-touch ..作者: 招惹 時(shí)間: 2025-3-25 20:17 作者: Integrate 時(shí)間: 2025-3-26 01:55
https://doi.org/10.1007/979-8-8688-0023-8iterature about student learning, in particular enabling students to confront typical misconceptions, and designed to support carefully thought out mathematical progressions within and across the grades.作者: 小木槌 時(shí)間: 2025-3-26 05:21 作者: 發(fā)牢騷 時(shí)間: 2025-3-26 10:32
The Planimeter as a Real and Virtual Instrument that Mediates an Infinitesimal Approach to Area types: sensory-motor and symbolic. The mediation of the artifact allows intertwining the two types so that the one can constantly be built on the other. Indeed, the practices mentioned above show a deep intertwining between their cultural and cognitive components.作者: CRP743 時(shí)間: 2025-3-26 14:38
Designing Interactive Dynamic Technology Activities to Support the Development of Conceptual Understiterature about student learning, in particular enabling students to confront typical misconceptions, and designed to support carefully thought out mathematical progressions within and across the grades.作者: 狂亂 時(shí)間: 2025-3-26 17:20 作者: biopsy 時(shí)間: 2025-3-26 23:02 作者: Fissure 時(shí)間: 2025-3-27 03:48 作者: 過于光澤 時(shí)間: 2025-3-27 07:50
Selenium Pollution Around the Worldcts of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar tasks performed with physical manipulatives and provide a few illustrative examples of children’s engagement with the tasks.作者: confederacy 時(shí)間: 2025-3-27 12:10
Exploring Techno-Pedagogic Task Design in the Mathematics Classroom task design is revisited and refined with respect to these two ideas. A GeoGebra applet on exploring the meaning of convergent sequence is used to illustrated features of techno-pedagogic task design.作者: constitutional 時(shí)間: 2025-3-27 16:23 作者: 我沒有強(qiáng)迫 時(shí)間: 2025-3-27 18:54
Everybody Counts: Designing Tasks for ,cts of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar tasks performed with physical manipulatives and provide a few illustrative examples of children’s engagement with the tasks.作者: 夾克怕包裹 時(shí)間: 2025-3-27 22:39 作者: 長(zhǎng)矛 時(shí)間: 2025-3-28 03:58
Engagement with Interactive Diagrams: The Role Played by Resources and Constraintstions. The present chapter summarizes key design decisions about resources and constraints of interactive texts according to various semiotic functions, and discusses the role of designed resources and constraints of the IDs in student engagement with interactive texts.作者: microscopic 時(shí)間: 2025-3-28 07:39 作者: 招人嫉妒 時(shí)間: 2025-3-28 10:46
Revisiting Theory for the Design of Tasks: Special Considerations for Digital Environmentsequire students to engage in dialectics of action, formulation and validation (Brousseau in . Dordrecht: Kluwer Academic Publishers, .) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in .(2), 203–233, .). In the classroom, students act within a .作者: Osteons 時(shí)間: 2025-3-28 18:14 作者: absorbed 時(shí)間: 2025-3-28 21:21
Designing Technology that Enables Task Designeducation on the design of the technology itself, or on how technology design might facilitate task design. In this chapter, we address the question of how technology has been designed to enable task design through interviews with four developers of technology environments designed to facilitate the作者: BRAWL 時(shí)間: 2025-3-29 01:24 作者: Temporal-Lobe 時(shí)間: 2025-3-29 07:00 作者: Bmd955 時(shí)間: 2025-3-29 08:03 作者: FILLY 時(shí)間: 2025-3-29 15:19
Engagement with Interactive Diagrams: The Role Played by Resources and Constraintsthe theoretical foundations of design that define student-textbook-teacher interactions. In our long-term research, we suggested, tested, and refined a semiotic framework that offers a set of terms helpful in analyzing how the designed features of interactive diagrams (IDs) function in these interac作者: concentrate 時(shí)間: 2025-3-29 15:40
Everybody Counts: Designing Tasks for ,ations. We describe a series of tasks designed for use in ., which take advantage of the affordances of this environment. We elaborate on various aspects of the tasks as related to their pragmatic and epistemic values. We discuss the learning potential of the tasks, compare . tasks with similar task作者: 生銹 時(shí)間: 2025-3-29 21:34
Designing Innovative Learning Activities to Face Difficulties in Algebra of Dyscalculic Students: Exsychology Press, .; Dehaene in . New York, Oxford University Press, .). Focusing on algebraic notions such as ., ., . ., . and ., I will describe possible processes of meaning making in students with low achievement in mathematics, or even diagnosed with DD including adult learners. This involves co作者: 貪婪性 時(shí)間: 2025-3-30 03:43
What Can You Infer from This Example? Applications of Online, Rich-Media Tasks for Enhancing Pre-serng, prospective teachers must develop a strong knowledge base of mathematics, pedagogy and student epistemology. In this chapter we report on the design of a technology-based task “What can you infer from this example?” that addressed the content and pedagogical knowledge of the status of examples i作者: 去掉 時(shí)間: 2025-3-30 08:04 作者: 浪費(fèi)物質(zhì) 時(shí)間: 2025-3-30 08:56
Feedback and Discrepancies of a Physical Toolkit and a Digital Toolkit: Opportunities and Pitfalls foach and the theory of semiotic mediation were adopted as theoretical frameworks. We compare a lesson carried out with a tailor-made physical tool and one carried out with the software PowerPoint (a digital tool). The analysis focuses on the opportunities and pitfalls that these two tools offer and 作者: grandiose 時(shí)間: 2025-3-30 16:21 作者: 思想 時(shí)間: 2025-3-30 17:17
Designing Interactive Dynamic Technology Activities to Support the Development of Conceptual Understs and to draw graphs. This paper discusses a technology leveraged program to develop student understanding of core mathematical concepts. A sequence of applet-like dynamically linked documents allows students to take a meaningful mathematical action, immediately see the consequences, and then reflec作者: homocysteine 時(shí)間: 2025-3-31 00:29 作者: 膽大 時(shí)間: 2025-3-31 04:08
Chemical Basis for the Use of SelenocysteineDordrecht: Kluwer Academic Publishers, .), and, whereas the first two should be avoided, the third should be encouraged. An example of a task taken from empirical research in an ordinary classroom is used to illustrate some of these ideas, also demonstrating how difficult and complex it is for many 作者: 東西 時(shí)間: 2025-3-31 09:05
Regulation of selenoprotein expressiono conserve and develop. Such aspects include maintaining an appropriate balance between flexibility and constraint as well as addressing issues such as the way in which the environment responds to student actions.作者: 豪華 時(shí)間: 2025-3-31 12:52 作者: Gnrh670 時(shí)間: 2025-3-31 13:23 作者: 自戀 時(shí)間: 2025-3-31 17:57
