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Author: Pascal Brissaud
Publisher:
ISBN: 9782210556072
Category : Juvenile Nonfiction
Languages : fr
Pages : 143
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Book Description
Author: Pascal Brissaud
Publisher:
ISBN: 9782210556072
Category : Juvenile Nonfiction
Languages : fr
Pages : 143
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Book Description
Author: Claire Guille-Biel Winder
Publisher: John Wiley & Sons
ISBN: 1394229593
Category : Education
Languages : en
Pages : 356
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Book Description
This book aims to present some of the latest research in the didactics of space and geometry, deepen some theoretical questions and open up new reflections for discourse. Its focus is as much on the approach of geometry itself and its link with the structuring of space as it is on the practices within the classroom, the dissemination of resources, the use of different artefacts and the training of teachers in this field. We study how spatial knowledge, graphical knowledge and geometric knowledge are taken into account and articulated in the teaching of space and geometry in compulsory schools, teaching resources (programs and textbooks) and current teacher training. We question how the semiotic dimension (language, gestures and signs) of geometric activity can be taken into account, and we identify the role of artefacts (digital or tangible) in the teaching and learning of geometry. This book brings together some fifteen contributions from Frenchspeaking researchers from different countries (France, Switzerland and Canada).
Author: Christophe Demagny
Publisher:
ISBN: 9782210556126
Category :
Languages : fr
Pages : 63
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Book Description
Une méthode qui met la résolution de problèmes au coeur des apprentissages. En géométrie, des activités riches, de la place pour les tracés. Une programmation réaliste, en phase avec les usages et le niveau des élèves.
Author: Royal Society (Great Britain)
Publisher:
ISBN:
Category : Learned institutions and societies
Languages : en
Pages : 1022
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Book Description
Author: Philippe-Alain Deguilhaume
Publisher:
ISBN: 9782210556096
Category : Juvenile Nonfiction
Languages : fr
Pages : 160
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Book Description
Une méthode qui met la résolution de problèmes au coeur des apprentissages. En géométrie, des activités riches, de la place pour les tracés. Une programmation réaliste, en phase avec les usages et le niveau des élèves.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
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Book Description
Author: Royal Society (Great Britain)
Publisher:
ISBN:
Category : Classification
Languages : en
Pages : 1092
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Book Description
Author: James Francis Stephens
Publisher:
ISBN:
Category : Entomologists
Languages : en
Pages : 62
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: David Bertolo
Publisher: John Wiley & Sons
ISBN: 1119329973
Category : Computers
Languages : en
Pages : 182
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Book Description
Over the last few years, multi-touch mobile devices have become increasingly common. However, very few applications in the context of 3D geometry learning can be found in app stores. Manipulating a 3D scene with a 2D device is the main difficulty of such applications. Throughout this book, the author focuses on allowing young students to manipulate, observe and modify 3D scenes using new technologies brought about by digital tablets. Through a user-centered approach, the author proposes a grammar of interactions adapted to young learners, and then evaluates acceptability, ease of use and ease of learning of the interactions proposed. Finally, the author studies in situ the pedagogic benefits of the use of tablets with an app based on the suggested grammar. The results show that students are able to manipulate, observe and modify 3D scenes using an adapted set of interactions. Moreover, in the context of 3D geometry learning, a significant contribution has been observed in two classes when students use such an application. The approach here focuses on interactions with digital tablets to increase learning rather than on technology. First, defining which interactions allow pupils to realize tasks needed in the learning process, then, evaluating the impact of these interactions on the learning process. This is the first time that both interactions and the learning process have been taken into account at the same time.
