The Pentagon Problem: Geometric Reasoning with Technology

1996 ◽  
Vol 89 (2) ◽  
pp. 86-90
Author(s):  
Rose Mary Zbiek
Keyword(s):  
Mathematics Learning ◽  
Geometric Reasoning ◽  
Geometer's Sketchpad ◽  
Mathematics Courses ◽  
Learning And Teaching ◽  
Mathematical Ideas ◽  
Geometric Figures ◽  
Algebraic Expressions ◽  
Use Of Technology

We value the use of technology in mathematics learning and teaching, and we want students to reason and to explore mathematical ideas in their mathematics courses. In recent years, such computing tools as The Geometer's Sketchpad (1991) and Cabri Geometry II (1994) allow us to devise and operate on geometric figures similarly as symbolic manipulators allow us to work with algebraic expressions. In this article, we call these tools figure manipulators. These tools make it possible for students to explore and connect geometric ideas from synthetic, analytic, and transformational perspectives. Yet we wonder how we can actually get this synthesis to happen in our classrooms. Our doubting colleagues, and we, question the effects of such experiences on our students' understanding of mathematics in general and of geometry in particular.

scholarly journals A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context

2021 ◽  
Vol 16 (1) ◽  
pp. 54-73
Author(s):  
Marichen van der Westhuizen ◽  
◽  
Sibulelo Gawulayo ◽  
Nomvuyo Lukelelo ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Activity Theory ◽  
Direct Interaction ◽  
First Year ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Role Players ◽  
African Context ◽  
Teaching In Higher Education

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

scholarly journals Teaching Business Statistics With Real Data To Undergraduates And The Use Of Technology In The Class Room

2007 ◽  
Vol 4 (7) ◽  
Author(s):  
Rao Singamsetti
Keyword(s):  
Real Data ◽  
Modern Technology ◽  
Learning And Teaching ◽  
Teaching Business ◽  
Use Of Technology ◽  
Business Statistics ◽  
Statistics Courses ◽  
Class Room ◽  
Interpretation Of Results

In this paper an attempt is made to highlight some issues of interpretation of statistical concepts and interpretation of results as taught in undergraduate Business statistics courses.  The use of modern technology in the class room is shown to have increased the efficiency and the ease of learning and teaching in statistics.  The importance of using real data in examples and exercises in class room teaching is emphasized.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Making it Rich and Personal

2012 ◽  
pp. 177-192
Author(s):  
Su White ◽  
Hugh C. Davis
Keyword(s):  
Learning Environment ◽  
Academic Community ◽  
Technology Infrastructure ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Institutional Processes ◽  
Personal Learning Environment ◽  
Use Of Technology ◽  
Collective Commitment

Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.

Mathematics Learning through the Use of Technology

2011 ◽  
pp. 199-221 ◽  
Author(s):  
Amy M. Smith ◽  
Amy R. Gentry ◽  
Sally Blake
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Mathematics Learning ◽  
Information Resource ◽  
Future Research ◽  
Early Mathematics ◽  
Technology Tools ◽  
Use Of Technology ◽  
Teaching Support ◽  
Technological World

Technology can capture young children’s attention, motivate them, and help them construct early mathematics concepts in meaningful ways. This chapter examines the nature of children’s mathematics learning and how technology can support learning on three levels: (a) a teacher information resource; (b) teaching support; and (c) the learning process for children. It provides a description of how technology tools, when connected to sound inquiry-based pedagogy and formative assessment, can facilitate learning in today’s increasingly technological world. Considerations for future research as well as a list of relevant, practical resources for teachers to experiment with in their own classrooms are included.

Best Practices for Hybrid Mathematics Courses

2012 ◽  
pp. 90-118
Author(s):  
Diana S. Perdue
Keyword(s):  
Cost Effectiveness ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Adobe Acrobat ◽  
Web Based ◽  
Mathematics Courses ◽  
Face To Face ◽  
Microsoft Word ◽  
Technical Manual ◽  
Hybrid Classes

This chapter is designed for the mathematics teacher, experienced or not, who is interested in incorporating Web-based content and activities into her face-to-face (F2F) classroom (i.e. creating “blended” or “hybrid” classes). It is not a “technical manual” nor is it meant to be exhaustive; rather, the intent is that of describing, colleague to colleague, things that work in an online environment. I will discuss, as if we are sitting in the teacher’s lounge with a laptop in front of us, how I use Web-based content in my mathematics instruction and how my students benefit from it in their mathematics learning. I will attempt to present some specific examples for clarity; be aware that these are just guides for you and not strict demarcations. For ease of discussion I will choose common tools / programs (e.g. Microsoft Word, GoogleDocs, Adobe Acrobat, etc.) and for cost effectiveness I will choose Open Source items whenever possible.

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