Name
Abstract | ||
|---|---|---|
.Learning mathematics actively, oriented at mathematical processes, in a technology-enhanced learning environment differs
widely from learning in traditional mathematics courses. The traditional lecture – an expert presents the knowledge the learners
have to acquire – usually doesn’t activate the students’ thinking. This article introduces three didactical design patterns
which describe how university students can be enabled to use technology in order to explore and solve mathematical problems
in open learning scenarios: TECHNOLOGY ON DEMAND, HELP ON DEMAND, and FEEDBACK ON DEMAND.
|
Year | DOI | Venue |
|---|---|---|
2009 | 10.1007/978-3-642-03115-1_45 | WCCE |
Keywords | Field | DocType |
teaching methods,higher educa- tion,open flexible learning,learner-centred learning,integration of ict,problem solving,didactics,learning mathematics.,assessment,teacher education,design pattern,open learning | Educational technology,Experiential learning,Learning sciences,Open learning,Active learning,Computer science,Synchronous learning,Learning environment,Mathematics education,Cooperative learning,Multimedia | Conference |
Citations | PageRank | References |
1 | 0.41 | 5 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Christine Bescherer | 1 | 2 | 2.17 |
| Christian Spannagel | 2 | 30 | 8.62 |