Influence of dynamic geometry and problem solving strategies toward an interactive tutorial system PROCEEDINGS
Philippe R. Richard, Université de Montréal, Canada ; Núria Iranzo, Josep Maria Fortuny, Universitat Autònoma de Barcelona, Spain ; Michèle Tessier-Baillargeon, Université de Montréal, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
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, J. Dron & C. Xin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 649-658). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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