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This research explored the stimulation of mathematics understanding and learning in an Interactive Whiteboard (IWB) environment. IWB affordances appear to be best used when mathematical tasks engage students in mathematical reasoning and when all students are involved in the discussion. The intent of this project was to design and implement, together with a small group of teachers, a series of lessons for the purpose of developing a useful framework for effective IWB use. In a first phase, the potential of the IWB in pursuing high-level mathematical tasks and promoting classroom interactivity was discussed in depth by the teachers and the researchers. Lessons were also planned in detail. In a second phase, the planned lessons were taught in the presence of the researchers, audiotaped and subsequently analysed by the researchers and teachers. The analyses highlighted the usefulness of the IWB in (a) improving high-level mathematical tasks and (b) creating a dialogic interactive discourse for better mathematical understanding and learning. Two main patterns in productive IWB use emerged from the study. The first pattern was that the IWB promoted problem-solving activities through intensive use of geometrical or other mathematical software. The second pattern was using the IWB as a notepad with links to external sources, geometrical and other mathematical constructions, problems and activities, which the teacher, in collaboration with the students, ‘tailors’ following a thread. For both patterns, developing a strong synergy between the IWB affordances and students’ interaction with it seemed critical. The IWB appears to be a powerful tool that allows students and teachers to alternate between different points of view and different visualisations of the same topic. 相似文献
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一副炫酷墨镜,一双舒适的鞋,一套齐全的洗漱用品,一个实用又时尚的旅行箱……列数夏日环游世界的10件单品,带上明媚的心情上路吧。 相似文献
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Maddalena Boccia Francesca Vecchione Antonella Di Vita Simonetta D'Amico Cecilia Guariglia Laura Piccardi 《Child development》2019,90(2):462-470
Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence–independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence–independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20–30), 46 teenagers (age-range = 11–14), and 95 children (age-range = 6–9) participated in this study. Field dependence–independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence–independence may have a role in fostering the acquisition of TL. 相似文献
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Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP team members require expertise in the processes that lead to quality decision-making concerning using assistive technology for the diversity of students with disabilities. This article discusses models and procedures for implementing a system to effectively evaluate whether a student with a disability will benefit from assistive technology services and/or equipment as well as considers the implications for families from diverse cultures. 相似文献
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This paper reports both procedures for the kinematic design and the results of dynamic analyses of three models of sit-ski
in order to evaluate their vibrational comfort. The model described in the US Patent US 6,019,380 has been assumed as a reference
in the following kinematic and dynamic analyses of the new models proposed. The two main features to be considered while designing
a sit-ski are the manoeuvrability and the range of vision of the driver. These two features appear to be important considering
that the sit-ski is generally used by disabled people (e.g. paraplegic). Thus the kinematic design phase should account for
the fulfillment of these requirements. On the basis of these, three new models have been proposed and herein named: Flex,
modified Flex and eight-bar linkage (Smarrini 2003). Once the kinematic synthesis and analysis have been completed the dynamic
performance of each model is investigated. For this purpose two kinds of slope profiles are simulated in order to reproduce
the stresses which may likely occur during a downhill race. In particular the position and the acceleration of the seat have
been monitored during the simulations. This is important in order to test the range of vision and handling requirements. The
seat acceleration is also important to evaluate the vibrational comfort of the sit-ski according to the British standard BS
6841 (Griffin 1990). The dynamic simulation is first executed by means of the multibody dynamics code NumDyn3D, then the vibrational
comfort analysis is performed using in-house developed software (Vita 2001, Valentini and Vita 2003). 相似文献
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Glauco De Vita 《Assessment & Evaluation in Higher Education》2002,27(2):153-161
Despite the fundamental importance of multicultural group work activities in the curriculum, previous literature has shown that home and international students do not spontaneously mix and would rather be involved in monocultural work groups. One of the major causes for this lies in the home students' belief that assessed multicultural group work has a detrimental effect on their individual average mark. Using data from a large cohort enrolled on a first-year business studies programme of a UK university, this study employs regression analysis to empirically investigate the extent to which this belief is supported by the data. The results suggest that the performance of culturally mixed groups is neither a function of the individual ability of the least able group member, nor of the average ability of the members of the group. Instead, in this context, the group work mark is more likely to reflect the ability of the most able group member. The data also indicate that assessed multicultural group work has, on average, a positive rather than negative effect on the individual average mark of all students, evidence consistent with the synergistic effects expected to emerge in multicultural groups. 相似文献
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