Download Intelligent Learning Environments: The Case of Geometry by Eugène Chouraqui, Carlo Inghilterra (auth.), Jean-Marie PDF

By Eugène Chouraqui, Carlo Inghilterra (auth.), Jean-Marie Laborde (eds.)

This e-book is a completely revised consequence, up-to-date to mid-1995, of the NATO complicated learn Workshop on "Intelligent studying Environments: the case of geometry", held in Grenoble, France, November 13-16, 1989. the most objective of the workshop was once to foster exchanges between researchers who have been occupied with the layout of clever studying environments for geometry. the matter of pupil modelling was once selected as a principal topic of the workshop, insofar as geometry can't be lowered to procedural wisdom and as the value of its complexity makes it of curiosity for clever tutoring method (ITS) improvement. The workshop targeted round the following issues: modelling the data area, modelling scholar wisdom, layout­ ing "didactic interaction", and learner keep watch over. This booklet comprises revised models of the papers awarded on the workshop. the entire chapters that stick with were written via members on the workshop. every one shaped the root for a scheduled presentation and dialogue. Many are suggestive of study instructions that might be conducted sooner or later. There are 4 major concerns operating during the papers awarded during this booklet: • wisdom approximately geometry isn't wisdom concerning the actual global, and materialization of geometrical items implies a reification of geometry that is amplified in terms of its implementation in a working laptop or computer, in view that gadgets may be manipulated at once and kinfolk are the result of activities (Laborde, Schumann). This point is easily exemplified by way of study tasks targeting the layout of geometric microworlds (Guin, Laborde).

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Extra resources for Intelligent Learning Environments: The Case of Geometry

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This feature is just as important when the shopkeeper demonstrates solutions through the medium of GADL. 1 Interface We have tested the Shopping on Mars program extensively in two local primary schools; so far, 120 children aged 8-12 have taken part in the field trials. The methods we have used comprised clinical interviews and protocol collection, coupled with videotaping and analysis of child-computer interactions. The collection of video data (in conjunction with an experimenter's note-taking) provided an effective and accurate record of the children's problem solving during testing and the children showed no adverse reaction whatsoever to being filmed.

Initially it was harder for them to learn to use the package than the pupils in the 32 R. Devi et al. school field trials because of the lack of support from teachers familiar with the pupils. However, it became clear that the open access setting has many benefits. The children learnt from the older children and from those more experienced with the package. They learnt by asking other children for help, by listening to them and insisting on explaining, and by hovering in the vicinity of the computer and eavesdropping.

This was true even after the longest time periods. We have also tried using the GADL to teach children new informal methods for addition, subtraction and multiplication. Those methods were of similar or greater complexity than the ones we had previously observed the children using. They consisted of alternative - usually more efficient - strategies for solving problems similar to or harder than those which the children had successfully Modelling Children's Informal Arithmetic Strategies 31 solved before.

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