Pupils interaction
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Many international studies accentuate that the use of technology encourages a student-centered and autonomous work in class.
The technologies offer the opportunity that students work independently on computers, explore mathematical objects and relations and solve different problems autonomously. This will succeed, if every student has his/her own access to a computer. Then the learners can work alone, in pairs and also in the plenary. When the social set in class fits very well, you will reach the best results to activate the learners and spend much more effectively study time than in the traditional teacher-centered classroom interaction. While solving the task all students are required to work actively. Each student has the opportunity to pursue his/her own ideas, to try it out and then to share it in class.
Furthermore, working alone and in pairs take away the fear of being exposed in class. In addition to that, the students work autonomously and they can take time as much as they need to understand the given task. An exchange of ideas is taking place. "I did it this way and how did you do it?" Such a student interaction, where learners discuss in a lively way, provides a networked knowledge, which is more flexible and sustainable.
Some references:
Interaction between representations
The TI-Nspire™ and the program GeoGebra present so-called multi-representational systems, because they incorporate spreadsheets, geometry software, plotting graphs and partly also computer algebra.
The interaction between the different forms of representation is very profitable. The learners can discover connections between the different representations and learn in a networked way and get different perspectives on the same problem.
As a result, various approaches are supported, so one student may choose a more algebraic way (by using the CAS- tool) and the other student a more constructive way or a third a numerical way. The different types of learners in a class can be addressed by using their individual approaches. The changing between the different types of mathematical representations is considered to be essential for the development of mathematical concepts.
Please consider the aspect about Multiple Representations in Module 5.
Some references:
Interaction between TYPES OF ACTIVITIES
In this example you can see how with the help of technology we can provide rich instructions to students. On the left side there is a screencast with precise instructions and on the right side, there is an applet where students work [they follow the left side instructions]. The majority of resources provided in Module 1 can be used in such way. As we need as much screen width as possible, the link above opens in a new window.