Global comment: |
Review filed on 2013/05/08 07:26 by Steffen. |
Das Material lässt sich sicher gut nutzen, um den Schülerinnen und Schülern zu zeigen, dass die Innenwinkelsumme im Dreieck immer 180° beträgt, doch aus meiner Sicht wird sich kaum ein Aha-Effekt einstellen, weil die Schüler nahezu keine eigene Leistung erbringen müssen, um zu dieser Erkenntnis zu gelangen. Deswegen ist es meiner Meinung nach am besten, wenn das Material nur von der Lehrerin/dem Lehrer als Demonstrationshilfe genutzt wird.
| This review is done without a trial in classroom. |
Usage conditions
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Learner organization
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More about the context of usage (free comments):
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Educational levels:
Radio buttons: more on the left side to say that I don't agree, more on the right side to say that I agree
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I found easily the resource, the audience, competencies and themes are adequate |
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The theme is the one I was looking for | |
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The mathematical prerequisites are the one I want | |
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Technical prerequisites are adequate | |
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Trained competencies are adequate and complete | |
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Objectives are stated and clear | |
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Proposed implementation (classroom, beamer, individual work...) is suitable | |
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The duration is stated and appropriate | |
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The files are technically sound and easy to open |
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I can access the file | |
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I can open the file with my software of choice | |
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There are no bugs in the files | |
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The content is mathematically sound and usable in the classroom |
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The mathematics are valid | |
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The content is conform to the curriculum for that level | |
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The content is related to the objectives | |
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Translation of the mathematical activity into interactive geometry is coherent |
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The math and the figures are related | |
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The figure is behaving consistently within the activity | |
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The figure shows no ill effect | |
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The numerical values (angles, lengths) are consistent | |
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Functionalities and specific behaviors like sliders, keyboard interaction or macros are well described | |
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In this resource, Interactive Geometry adds value to the learning experience |
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I can produce drawings which are clear and sharp | |
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Different configurations are easily produced | |
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Helps the user to explore, experiment and conjecture | |
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Conjectures can be visually validated | |
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Different representations can be compared | |
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Leads to understand geometric relations rather than numerical values | |
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The activity can not be transposed to paper and pen | |
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Interactive geometry helps reaching the pedagogical goal | |
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Dragging around, you can illustrate, identify or conjecture invariant properties | |
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Dragging around, you infer dependency relations among objects | |
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This activity helps me teach mathematics |
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I know how to set my class for this activity |
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I found easily a way to use this activity in my curriculum progression |
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The resource is user friendly and adaptable |
