Mathematical interactive content: what, why and how
Visualitza/Obre
Estadístiques de LA Referencia / Recolecta
Inclou dades d'ús des de 2022
Cita com:
hdl:2117/152
Tipus de documentArticle
Data publicació2005
Condicions d'accésAccés obert
Llevat que s'hi indiqui el contrari, els
continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
:
Reconeixement-NoComercial-SenseObraDerivada 2.5 Espanya
Abstract
The real challenge of e-Learning is to produce content that
brings a general improvement in the way students learn and teachers
teach. For that, “intelligent” interactivity is the single most important
feature that such content should have. But the design and production
of content with this kind of interactivity has turned out to be harder
than expected, the main reason being that it requires the convergence
of many kinds of experts in parallel to the convergence of the several
technologies involved. In the case of mathematics, the least amount of
expertise asks for the presence of professional mathematicians,
software engineers, publishers, and perhaps learning theorists, that
can productively talk to each other. In this paper we want to examine
afresh, with a view to the future, what is (or can be) meant by
interactivity; the reasons why interactivity should play a role in
optimizing general mathematical learning and in making possible, and
viable, that mathematics teachers at large embrace a role that is
congruent with their present day mission. Finally we propose a check
list for desirable features that advanced mathematical learning
systems should have, state some guiding principles for their design,
and describe what is involved in their production.
Col·leccions
Fitxers | Descripció | Mida | Format | Visualitza |
---|---|---|---|---|
Iteractivity-WhatWhyHow-15-11-2005.pdf | 58,12Kb | Visualitza/Obre |