Reference : GeoGebraTAO, validation of an adaptive learning environment of dynamic geometry. Sour...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/46974

Title :	GeoGebraTAO, validation of an adaptive learning environment of dynamic geometry. Source of a differentiation individual pathway of the student?
Language :	English
Author, co-author :	Dording, Carole [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
	Martin, Romain []
	Kreis, Yves [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Latour, Thibaud []
Publication date :	26-Jul-2016
Number of pages :	4
Peer reviewed :	Yes
On invitation :	No
Audience :	International
Event name :	13th International Congress on Mathematical Education
Event date :	2016-07-24 to 2016-07-31
Event organizer :	University of Hamburg
Event place (city) :	Hamburg
Event country :	Germany
Abstract :	[en] In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who are active in their learning process, are allowed to build new knowledge in an autonomous way and at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data, the computer, a diagnostic tool of the competencies of the children in geometry, interprets the answer offered by the child, and based on this answer, gives relaunch instruction to go off to further explore the concepts. So children with special needs are identified and a differentiation individual pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a pretest and a posttest will allow us to assess the gained knowledge of the children.
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/46974

	File(s) associated to this reference
	Fulltext file(s): File Commentary Version Size Access Open access TSG42_PA_dording.pdf Publisher postprint 195.53 kB View/Open Additional material(s): File Commentary Size Access Private access Présentation Powerpoint - English.key 3.11 MB Request a copy Private access Présentation Powerpoint - English.pdf 2.4 MB Request a copy

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