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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.045 seconds)Spelling suggestions: "subject:"notebooks"" "subject:"notebook’s""
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The use of notebooks in mathematics instruction. What is manageable? What should be avoided? A field report after 10 years of CAS-applicationHofbauer, Peter 16 April 2012 (has links) (PDF)
Computer Algebra Systems (CAS) have been changing the mathematics instruction requirements for many years. Since the tendency of using CAS in mathematics instruction has been rising for decades and reports have often been positive, the implementation of notebook classes seems to be the consequent next step of mathematics instruction supported by computers. Experiences that have been made with the use of CAS in PC-rooms can be transformed directly into the classroom. Hence the use of CAS is no longer limited to certain rooms. The permanent availability of the notebook with installed CAS offers the chance to realize these concepts that have already been approved with the use of CAS so far. The following speech shall show what these concepts could look like and that the use of notebooks is not only the further development of teaching in PC-classes. Examples from personal experience in teaching will especially show meanders and thought-provoking impulses in order to support teachers finding their way into teaching mathematics instruction in notebook classes successfully.
Please allow me to point out two things in the beginning: (1) Yes, I am a vehement supporter of the use of
notebooks (and the use of CAS in particular) in mathematics instruction. (2) No, I do not believe that teachers
who have chosen another path (or at least partly) are teaching badly.
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| 2 |
The use of notebooks in mathematics instruction. What is manageable? What should be avoided? A field report after 10 years of CAS-applicationHofbauer, Peter 16 April 2012 (has links)
Computer Algebra Systems (CAS) have been changing the mathematics instruction requirements for many years. Since the tendency of using CAS in mathematics instruction has been rising for decades and reports have often been positive, the implementation of notebook classes seems to be the consequent next step of mathematics instruction supported by computers. Experiences that have been made with the use of CAS in PC-rooms can be transformed directly into the classroom. Hence the use of CAS is no longer limited to certain rooms. The permanent availability of the notebook with installed CAS offers the chance to realize these concepts that have already been approved with the use of CAS so far. The following speech shall show what these concepts could look like and that the use of notebooks is not only the further development of teaching in PC-classes. Examples from personal experience in teaching will especially show meanders and thought-provoking impulses in order to support teachers finding their way into teaching mathematics instruction in notebook classes successfully.
Please allow me to point out two things in the beginning: (1) Yes, I am a vehement supporter of the use of
notebooks (and the use of CAS in particular) in mathematics instruction. (2) No, I do not believe that teachers
who have chosen another path (or at least partly) are teaching badly.
|
| 3 |
Tasks for tests and A-levels using CASMetzger-Schuhäker, Heidi 07 May 2012 (has links) (PDF)
Tasks for different years of the secondary level II are presented on the basis of long lasting experience with computer-assisted mathematics instruction. They include applications of mathematical skills as well as the testing of theoretical knowledge. Finally relevant A-levels tasks are presented that integrate different mathematical contents into every day connections from economy, medical science, sports asf.
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| 4 |
Tasks for tests and A-levels using CASMetzger-Schuhäker, Heidi 07 May 2012 (has links)
Tasks for different years of the secondary level II are presented on the basis of long lasting experience with computer-assisted mathematics instruction. They include applications of mathematical skills as well as the testing of theoretical knowledge. Finally relevant A-levels tasks are presented that integrate different mathematical contents into every day connections from economy, medical science, sports asf.
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