Reference : GeoGebraTAO, validation of an Adaptive Learning Environment of dynamic geometry. Sour...

	Document type :	Scientific congresses, symposiums and conference proceedings : Poster
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/46980

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 :	24-Nov-2015
Peer reviewed :	Yes
On invitation :	No
Audience :	International
Event name :	European Association for Practitioner Research on Improving Learning (EAPRIL) 2015 Conference
Event date :	2015-11-24 to 2015-11-27
Event organizer :	University of Luxembourg
Event place (city) :	Esch-sur-Alzette
Event country :	Luxembourg
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 instructions 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/10993/46980

	File(s) associated to this reference
	Additional material(s): File Commentary Size Access Private access GeoGebraTAO.pdf 128.35 kB Request a copy Private access PosterPhotoshop.png 6.89 MB Request a copy

All documents in ORBi^lu are protected by a user license.

 

University of Luxembourg Library |  Feedback |  Legal notices Site Map