didactical principles of integrated learning mathematics with cas n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
'Didactical principles of integrated learning mathematics with CAS' PowerPoint Presentation
Download Presentation
'Didactical principles of integrated learning mathematics with CAS'

Loading in 2 Seconds...

play fullscreen
1 / 37

'Didactical principles of integrated learning mathematics with CAS' - PowerPoint PPT Presentation

115 Views
Download Presentation
'Didactical principles of integrated learning mathematics with CAS'
An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. 'Didactical principles of integrated learning mathematics with CAS' Peter van der Velden, M.Sc. Netherlands p.vd.velden@compaqnet.nl 7TH DERIVE & TI-CAS CONFERENCE

  2. You can find explanations in the note section below the slide. To get most profit of this presentation you need Derive (DfW5 or higher). Most of the examples are linked in the slide and are marked with [ ] to a doc-file, a DfW-file or to a jpg-file. You will find examples marked with { } in the note section. 7TH DERIVE & TI-CAS CONFERENCE

  3. “Only few statements and principles have to be acquired by the learner and the teacher from the CAS and then they can visualize, make animations, modify quickly the program data, perform symbolic and numeric calculations step by step and in the whole, and verify deductions on their own.” [Mihály Klincsik, 2003 (ZDM)] 7TH DERIVE & TI-CAS CONFERENCE

  4. Technology generates new didactical possibilities: 7TH DERIVE & TI-CAS CONFERENCE

  5. Technology generates new didactical possibilities: • order of learning content can change {1} 7TH DERIVE & TI-CAS CONFERENCE

  6. Technology generates new didactical possibilities: • order of learning content can change • stud's urged to think about their actions[2] [3] 7TH DERIVE & TI-CAS CONFERENCE

  7. Technology generates new didactical possibilities: • order of learning content can change • studs urged to think about their actions • the didactic approach can change[4] 7TH DERIVE & TI-CAS CONFERENCE

  8. Technology generates new didactical possibilities: • order of learning content can change • studs urged to think about their actions • the didactic approach can change[4] • studs stay focused on the essentials {5} 7TH DERIVE & TI-CAS CONFERENCE

  9. Technology generates new didactical possibilities: • order of learning content can change • studs urged to think about their actions • the didactic approach can change[4] • studs stay focused on the essentials • interesting didactic approach realizable[6] 7TH DERIVE & TI-CAS CONFERENCE

  10. Technology generates new didactical possibilities: • order of learning content can change • studs urged to think about their actions • the didactic approach can change • studs stay focused on the essentials • interesting didactic approach realizable • studs get experiment-/test-opportunities 7TH DERIVE & TI-CAS CONFERENCE

  11. Technology generates a lot of learning aims and activities but students can easily become confused… 7TH DERIVE & TI-CAS CONFERENCE

  12. Technology generates a lot of learning aims and activities Students can easily become confused: • is it?: learning a new theory (supported by technology) • or is it?: learning to use the technology tool 7TH DERIVE & TI-CAS CONFERENCE

  13. Technology generates a lot of learning aims and activities Students can easily become confused: • is it?: learning a new theory (supported by technology?) • or is it?: learning to use the technology • is it?: learning or practising new manual skills • or is it?: practising manual skills and may I use a standard calculator • or is it?: practicing applications (and may I use the technology, or not?) 7TH DERIVE & TI-CAS CONFERENCE

  14. Technology generates a lot of learning aims and activities Because students have to be aware of what is meant to be learned, it is essential all those learning activities are separated, recognizable and supported by learning aims 7TH DERIVE & TI-CAS CONFERENCE

  15. Three prominent roles of technology: • "learn to use" (learning the tool) • "use to learn" (learning math supported by technology) • "learn to apply" (learning applications with the aid of the tool) 7TH DERIVE & TI-CAS CONFERENCE

  16. "learn to use“(learning the tool) goals: • skilled in using the tool • confidence but also awareness of limitations • skilled in reading and interpreting results {8} 7TH DERIVE & TI-CAS CONFERENCE

  17. 1. "learn to use" goals: • skilled in using the tool • confidence but also awareness of limitations • skilled in reading and interpreting results didactical constraint: • Only math. activities which are directly connected with their knowledge {9} [10] 7TH DERIVE & TI-CAS CONFERENCE

  18. 1. "learn to use" didactical needs: • start with what math will be done with the tool • encourage security, accuracy and control {11} • give enough exercises • show limitations if there are any • show cases the tool is not appropriate (if there are any) {12} 7TH DERIVE & TI-CAS CONFERENCE

  19. 2. "use to learn“(learning math supported by technology) goals: • understanding and / or practising new math. subjects 7TH DERIVE & TI-CAS CONFERENCE

  20. 2. "use to learn" didactical constraints and needs: • not interfere tool learning with math learning 7TH DERIVE & TI-CAS CONFERENCE

  21. 2. "use to learn" didactical constraints and needs: • not interfere tool learning with math learning • new subjects based on preknowledge; (avoid a “closed” black box) {13}[13] [14] 7TH DERIVE & TI-CAS CONFERENCE

  22. 2. "use to learn" didactical constraints and needs: • not interfere tool learning with math learning • new subjects based on preknowledge; (avoid a “closed” black box) {13}[13] [14] • guided explorative learning implies: • learning aims indicated: explicit & in advance • only successful with guiding questions {15} • ask explicit answering questions (reflection) • ask conclusions & offer possibility to verify 7TH DERIVE & TI-CAS CONFERENCE

  23. 2. "use to learn"(guided explorative learning) didactical constraints and needs: • not interfere tool learning with math learning • new subjects based on preknowledge; (avoid a “closed” black box) • learning aims indicated: explicit & in advance • only successful with guiding questions • ask explicit answering questions (reflection) • ask conclusions & offer possibility to verify • challenge to experiment (trials) [16] 7TH DERIVE & TI-CAS CONFERENCE

  24. 3. "learn to apply" (learning applications with the aid of the tool) goals: • Systematic problem solving 7TH DERIVE & TI-CAS CONFERENCE

  25. 3. "learn to apply" goals: • Systematic problem solving • Dealing unexpected tool results {17} 7TH DERIVE & TI-CAS CONFERENCE

  26. 3. "learn to apply" goals: • Systematic problem solving • Dealing unexpected tool results • Effective use of the tool: • when for what / in which cases • be secure and accurate • do checks and reflections 7TH DERIVE & TI-CAS CONFERENCE

  27. 3. Learning applications• occurring faults of course • analysis of the problem can be wrong • faults while modeling the problem 7TH DERIVE & TI-CAS CONFERENCE

  28. 3. Learning applications• occurring faults of course • analysis of the problem can be wrong • faults while modeling the problem extra faults using technology • using the technology incorrect • misinterpretations of the solutions 7TH DERIVE & TI-CAS CONFERENCE

  29. 3. Learning applications• conquer these possible faults • preventive: working secure & accurate 7TH DERIVE & TI-CAS CONFERENCE

  30. 3. Learning applications• conquer these possible faults • preventive: working secure & accurate • by reflection on (final and sub) results: • first a rough but critical judgmentthen - if necessary - • checking steps of solving process • checking details precisely • final check 7TH DERIVE & TI-CAS CONFERENCE

  31. 3. Learning applications• learning reflection Especially when working with technology tools it is really important that students learn how to reflect on and to have control on their activities and to get a critical attitude on their own work 7TH DERIVE & TI-CAS CONFERENCE

  32. 3. Learning applications• learning reflection Especially when working with technology tools it is really important that students learn how to reflect on and to have control on their activities and to get a critical attitude on their own work An example how a student can work {18} [18a] [18] [19] {20} [20] {21} 7TH DERIVE & TI-CAS CONFERENCE

  33. An advice about collaborative learning collaborative learning can be more efficient and effective with such complicated activities (i.e. a continual alternation of thinking, doing and reflecting) which are involved with integrated learning [22] 7TH DERIVE & TI-CAS CONFERENCE

  34. summary learning activities in math courses and textbooks • existing and lasting • learning a new theory • learning and practising manual skills (with and without a calculator) • practising applications (with and without a calculator) 7TH DERIVE & TI-CAS CONFERENCE

  35. summary learning activities in math courses and textbooks • existing and lasting • learning a new theory • learning and practising manual skills (with and without a calculator) • practising applications (with and without a calculator) • in courses and textbooks which integrate CAS • learning a new theory supported by CAS • learning and practising the CAS • practising applications with CAS • applications become more sophisticated • opportunity: experimenting on students own level • opportunity: testing own work or the work of others. 7TH DERIVE & TI-CAS CONFERENCE

  36. conclusions • While students are doing varying activities, they can easily become confused and wander, so they loose the purpose of their activity. That is why • All those different activities must be separated and recognizable and supported by explicit intentions so that the student is aware of what of what is meant to be learned. • And with every example, problem or exercise he or she must know which tool is meant or not (i.e. a calculator or a CAS or any tool or no tool at all) 7TH DERIVE & TI-CAS CONFERENCE

  37. 'Didactical principles of integrated learning mathematics with CAS‘by Peter van der Velden, M.Sc. If you have any question about didactics or about my textbooks, please contact me: p.vd.velden@compaqnet.nl 7TH DERIVE & TI-CAS CONFERENCE