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Dane publikacji

Visualization and Experiment in (School) Mathematics

Rozdział
Maria Gokieli [1] , Marcin Szpak [1]
2018 angielski
Liczba arkuszy: 14
Cechy publikacji
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  • Rozdział w książce
  • Zrecenzowana naukowo
Dyscypliny naukowe
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Matematyka , Pedagogika
Abstrakty ( angielski )
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We want to argue for teaching mathematics with computers, treated as tools for visualizing and experimenting. We will build upon our didactical experience related to: – a course of mathematics for a broad audience of school students at the University of Warsaw („Matematyka dla Ciekawych świata”); – courses at the Interdisciplinary Centre of Mathematical and Computational Modelling of the University of Warsaw; – courses for teachers at the Cardinal Stefan Wyszynski University in Warsaw; – teaching at the school and university levels in Poland and in France. We will comment on the feedback from pupils, students and teachers. We think that software used by researchers on one hand, and common office packages on the other, can be successfully used in school didactics. We will give examples of using software like Mathematica, Matlab/Scilab, R, Excel in presenting mathematical notions, getting familiar with and as a proposition of integrated teaching of sciences. We will also discuss risks related to teaching with computer tools.
Bibliografia
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  1. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  2. Clark, R. E. (1983). Reconsidering research on learning from media. Review of educational research, 53(4), 445-459.
  3. Clark, R. E. (2001). Learning from Media - Arguments, Analysis and Evidence. Perspectives in Instructional Technology and Distance Learning, Information Age Publishing.
  4. Clements, M. K. A. (2014). Fifty Years of Thinking About Visualization and Visualizing in Mathematics Education: A Historical Overview. In Mathematics & Mathematics Education: Searching for Common Ground (pp.177-192). Springer Netherlands.
  5. Fourier, Joseph (1822). Théorie analytique de la chaleur (in French). Paris: Firmin Didot Père et Fils.
  6. Gomez, Ch., & Scilab Enterprises (2013). Scilab pour l’enseignement de mathématiques, Scilab Enterprises, 2nd edition.
  7. Karpiński, M., Dobrowolska, M., Braun, M., & Lech, J. (2012). Matematyka 1 / 2, zakres podstawowy / zakres podstawowy z rozszerzeniem, Matematyka z plusem, Gdańskie Wydawnictwo Oświatowe.
  8. Karpiński, M., Dobrowolska, M., Braun, M., & Lech, J. (2011). Matematyka III, zakres podstawowy / zakres podstawowy z rozszerzeniem, Matematyka z plusem, Gdańskie Wydawnictwo Oświatowe.
  9. Lockhart, P. (2009). A mathematician’s lament. New York: Bellevue literary press.
  10. Mayer, R. E. (1997). Multimedia Learning: Are We Asking the Right Questions? Educational Psychologist, 32(1), 1-19.
  11. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas, BasicBooks, New York.
  12. Papert, S. (1993). The Children’s Machine: Rethinking School In The Age Of The Computer, BasicBooks, New York.
  13. Presmeg, N. C. (2006). Research on visualization in learning and teaching mathematics. Handbook of research on the psychology of mathematics education, 205-235.
  14. Presmeg, N. (2014). Contemplating visualization as an epistemological learning tool in mathematics. ZDM, 46(1), 151-157.
  15. PISA - Programme for International Student Assessment (2009). Wyniki badania 2009 w Polsce, http://www.edunews.pl/images/pdf/raport_pisa_2009.pdf.
  16. PISA - Programme for International Student Assessment (2012). Wyniki badania 2012 w Polsce, http://www.ibe.edu.pl/images/prasa/PISA-2012-raport_krajowy.pdf.
  17. Watson, D. M. (2001). Pedgogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education nd Information Technologies 6:4, 251–266.
  18. Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and instruction, 4(3), 137-166.
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