Download Model-Centered Learning: Pathways to Mathematical by Lingguo Bu, Robert Schoen PDF

By Lingguo Bu, Robert Schoen

Model-Centered studying: Pathways to Mathematical figuring out utilizing GeoGebra is the 1st publication to file at the overseas use of GeoGebra and its turning out to be impression on arithmetic instructing and studying. Supported through new advancements in model-centered studying and guide, the chapters during this e-book flow past the conventional perspectives of arithmetic and arithmetic instructing, offering theoretical views and examples of perform for reinforcing scholars' mathematical knowing via mathematical and didactical modeling. Designed particularly for instructing arithmetic, GeoGebra integrates dynamic a number of representations in a conceptually wealthy studying surroundings that helps the exploration, development, and assessment of mathematical types and simulations. The open resource nature of GeoGebra has ended in a turning out to be overseas group of mathematicians, instructor educators, and lecture room academics who search to take on the demanding situations and complexity of arithmetic schooling via a grassroots initiative utilizing tutorial techniques. The chapters hide six subject matters: 1) the background, philosophy, and conception at the back of GeoGebra, 2) dynamic versions and simulations, three) challenge fixing and angle switch, four) GeoGebra as a cognitive and didactical instrument, five) curricular demanding situations and projects, 6) fairness and sustainability in know-how use. This e-book might be of curiosity to arithmetic educators, mathematicians, and graduate scholars in STEM schooling and educational applied sciences.

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Extra info for Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra

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London: Kogan Page. Minsky, M. (2006). The emotion machine: Commonsense thinking, artificial intelligence, and the future of the human mind. New York: Simon & Schuster. , & Hegedus, S. (2009). Co-action with digital technologies. ZDM(41), 505–519. , Hegedus, S. , & Kaput, J. J. (2008). From static to dynamic mathematics: Historical and representational perspectives. Educational Studies in Mathematics, 68, 99–111. NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Instead, we could create a dynamic GeoGebra model to make sense of the scenario. The process is rarely sequential, but we need to follow a step-by-step approach in our presentation below. First, we recognize the fact that there are only three initial parameters involved: the Earth’s gravitational acceleration estimated at 10 m/s2, the height of the tower, and the flow of time. Since we may want to play with these parameters, we choose to use names (or GeoGebra sliders) to represent them. This step is not required, but it leaves room for us to explore the dynamics of the problem.

Noticeably, technical tools play an integral role in the modeling process. What initially is a digital representation, a computational utility, or a simulation tool may become integrated into learners’ mental world of mathematics as a psychological instrument. Therefore, we should pay special attention to the changing roles of tools in the learning cycle as a way to understand the challenges and opportunities of learners’ experience with dynamic mathematics. Specifically, in app0lying MFL principles to dynamic mathematics, we recommend the following guidelines: – Conduct a phenomenological analysis of the mathematical idea concerned and identify some historical, realistic, or contemporary problem scenarios to situate the learning process.

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