Titlebook: Handbook of Digital Resources in Mathematics Education; Birgit Pepin,Ghislaine Gueudet,Jeff Choppin Living reference work 20230th edition

Working-Memory

,Digital Assessment and the “Machine”,o account two other design considerations: How can the digital assessment platform interpret and analyze student work in variable and flexible ways? How can the platform “make sense” of student work, so as to be able to generate feedback or to report on learning achievements? What are the ways in wh

群島

Embodied Design of Digital Resources for Mathematics Education: Theory, Methodology, and Framework to move in a new way you must come to perceive the environment in a new way that affords new sensorimotor coordination. Designers therefore create motor-control problems whose perceptual solutions prospectively ground the target concept. Integrating radical enactivist philosophy, dynamic systems the

敲竹杠

Enhancing Geometric Skills with Digital Technology: The Case of Dynamic Geometry,erent DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.

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,Evaluation of Digital Resources: The “How” and “What for”,ical and methodological frameworks, criteria, and modalities. Examples taken from different educational contexts illustrate some of these approaches. The chapter concludes by highlighting a complexity of processes related to digital resource evaluation due to a great variety of resources that call f

鍵琴

,Exploiting the Potential of Dynamic Asymmetry in Dragging to Foster Students’ Understanding of Funcs . (DAP), the potential to let students experience both the variations and the asymmetry in the behavior of varying objects that can be dragged on the screen. Through examples from an implementation of these activities, we show how students can come to appreciate specific aspects of the notion of f

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From the Web to the Mathematics Classroom: Investigating Internet Phenomena as Educational Resourceatics education, we need knowledge about how to investigate and transform them into usable resources for teaching mathematics. This chapter focuses on recreational user-generated digital objects with mathematical content with a two-fold purpose: to show that these objects are worth exploring as exam

異教徒

Living reference work 20230th editions crucial to understand the quality and the (potentially) transformative aspects of digital resources. This book provides comprehensive analyses of and insights into the transformative aspects of digital resources..

GROUP

Aufgabenstellung und Zielsetzung,s to cross the boundary between the two disciplines. Within this approach, a third layer of theorizing focuses on the construction of a pragmatic theory frame for our user-centered design of the MAL system. The pragmatic theory frame is set up, philosophically grounded in pragmatism and further deve

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iodides

Vergleich mit Kupplungen anderer Bauart,r collaboration on teacher professional learning) and corresponding subthemes. The next step of our analysis focused on: the context, the product, the purpose, and the processes of the design-work; the theoretical and methodological approaches by which it was studied; and the main findings. The fina