Revue dans le cadre d'un cours universitaire
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Review filed on 2011/10/26 03:15 by mariechristine. |
Nous suggérons d’intituler plutôt cette activité : « La frontière d’arbres ». En effet, c’est cette dernière qui représente le contenu mathématique visé (la médiatrice). Dans l’ensemble, l’activité se révèle très pertinente en mobilisant les connaissances antérieures de l’élève et son raisonnement inductif. L’enjeu paraît stimulant et en accord avec le programme. Les consignes sont rédigées dans une langue claire qui ne vend pas la mèche. Bien qu’au fond, l’activité puisse s’effectuer dans un environnement papier-crayon, nous pensons que l’élève aura du plaisir à expérimenter le déplacement des points. Sur le sujet de la représentation graphique, toutefois, nous craignons qu’il soit risqué de modéliser ainsi un pont (un segment) par un point et une rivière (dont on est censé tenir compte de la largeur pour construire le pont au-dessus) par une droite à une seule dimension. Pour finir, merci d’avoir inclus un très enrichissant compte-rendu d’expérimentation.
| This review is done without a trial in classroom. |
Usage conditions
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Hardware setup
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Learner organization
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More about the context of usage (free comments):
Update the selected educational level(s) for this resource.
Educational levels:
Sixième de Collège.
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 | |
Comments: Les coordonnées d*un point étant arrondies à 3 décimales, il est à peu près impossible pour l*élève d*arriver à situer le pont à égale distance des deux villes. Suggestion: dans le menu Options, puis Arrondi, cocher à l*avance « 1 décimale ». | ||
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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 | |
Comments: Petit problème avec le thème du pont : le pont du titre n’illustre pas le contenu mathématique visé. Le pont en question ne représente qu’un point de la médiatrice (qui, elle, est représentée par la frontière d’arbres). | ||
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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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The students (will) get readily to the point | |
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Hints are given on ways to make the students start | |
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Students initiatives are fostered | |
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Some reports and students snapshots help me foresee the situations that arise | |
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I am helped in identifying resolution strategies, whether correct or invalid, that the students may choose | |
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The feedbacks from the software are discussed and actions to use them are proposed | |
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The feedbacks help the students reach understanding | |
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Remedial actions with respect to expected dead-ends are described | |
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Actions to help the students change strategies are proposed | |
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Advice to determine how and when to synthesize findings is given | |
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How, when and who validates the conclusions are described | |
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The overall activity and what takes place, what are the expected benefits and other possibilities are described | |
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I know how to set my class for this activity |
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The possible configurations (one computer per student or beamer or personal work) are described | |
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Different roles and phases are described | |
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The exchange of information, for conjectures, validations, conclusions are described | |
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A schedule of the activity is proposed | |
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I found easily a way to use this activity in my curriculum progression |
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The activity benefits later in the classroom | |
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The activity relates easily with my usual teaching | |
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It helps to understand the mathematical notions at work | |
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The experiments they made provide an introduction to the next topic | |
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The resource is user friendly and adaptable |
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The amount of information is satisfactory | |
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The information is clearly presented | |
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Elements of the resource can be modified to adapt it to one's needs | |
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