• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>IFIP TC3/WG3.1 amp; WG3.3 Working Conference on ICT and the Teacher of the Future; Jan 27-31, 2003; Melbourne, Australia >Mathematical Teaching and Learning Environment Mediated by ICT
【24h】

Mathematical Teaching and Learning Environment Mediated by ICT

机译：信息通信技术调解的数学教学环境

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper presents a theoretical model we draw on when designing and developing ICT-based systems for mathematics teaching and learning which falls within the cultural-historical framework inspired by the work of Vygotsky. The main objective of this work is to demonstrate that technological tools can assume a crucial role in supporting teaching and learning processes if they allow teachers to reconfigure mathematical objects with the aim to create activity settings where students can interact with mathematical knowledge integrating a perceptive-motor approach to mathematical knowledge with a symbolic-reconstructive one. Re-configuring a mathematical object, which is abstract and formal, means transforming it in order to make it more concrete with the aim of using it in the student's Zone of Proximal Development, where learning can occur and teaching can be defined. In the paper two examples of application of the model will be furnished, making reference to the work of design and implementation we are developing within a European project called aITALES.
机译：本文介绍了我们在设计和开发基于ICT的数学教学系统时所借鉴的理论模型，该模型属于Vygotsky工作启发的文化历史框架。这项工作的主要目的是证明，如果技术工具允许教师重新配置数学对象以创建活动设置，使学生可以与整合感知运动的数学知识进行交互，那么技术工具可以在支持教学过程中发挥关键作用。一种具有符号重构性的数学知识方法。重新配置抽象和形式化的数学对象意味着对其进行转换，以使其更加具体，目的是在学生的近端发展区使用该对象，在该区域可以进行学习并定义教学内容。在本文中，将提供该模型的两个应用示例，并参考了我们在名为aITALES的欧洲项目中正在开发的设计和实现工作。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号