Influence of dynamic geometry and problem solving strategies toward an interactive tutorial system
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Richard, P.R., Iranzo, N., Fortuny, J.M. & Tessier-Baillargeon, M. (2009). Influence of dynamic geometry and problem solving strategies toward an interactive tutorial system. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 649-658). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32530.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
October 26, 2009
Theo Bastiaens, Jon Dron & Cindy Xin
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Table of Contents
Our aim is to show how the use of dynamic geometry software GeoGebra and the mentoring role of the teacher are helping to design an interactive tutorial system, which is intended to support students in developing its mathematical skills in high school. Our theoretical framework integrates the instrumental approach of Rabardel (1995) and the notion of orchestration from Trouche (2004) to jointly investigate the interactions between students, teachers and the milieu. From an experiment conducted with real students, we analyze the solving problems strategies in plane geometry to explain how the joint use of traditional and instrumented techniques converge for the spiral development of mathematical skills. In particular, we emphasize the concept of itinerary of learning by a set of related problems, in a didactic engineering that is not deterministic.
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