Revue dans le cadre du cours DID3260
Global comment: |
Review filed on 2011/10/07 18:54 by mariechristine. |
Souci du détail. Belle cohérence avec des activités à réaliser antérieurement. Cependant, devrait-on vraiment dire à l'élève que la bissectrice est le secret de sa construction? N'y aurait-il pas un moyen de la lui laisser découvrir? Activité sur un sujet séduisant que des déplacements de sommets rendrait plus dynamique.Enfin, tout sera probablement dans la carte d’identité du travail final, mais dans le contexte de l’environnement i2geo (où un mot-clé nous amène à telle activité), l’utilisateur trouverait plus convivial de voir indiqués dans la fiche prof les pré-requis (triangle d’or, etc.) et compétences (faire des démonstrations, etc.).
| This review is done without a trial in classroom. |
Usage conditions
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Learner organization |
More about the context of usage (free comments):
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Educational levels:
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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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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 | |
Comments: Attention : à l*élève, on demande d*expliquer des raisons d*utiliser la bissectrice ; dans les commentaires au prof, il semble qu’en fait, ce soit une démonstration qui soit attendue. Qu*en est-il au juste ? | ||
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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 | |
Comments: À cause de la manière dont i2geo est conçu, il serait bon de rendre cette activité plus autonome par rapport aux activités antérieures dans les commentaires au prof. | ||
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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 | |
Comments: Les vidéos seront une belle manière d*introduire la séance bilan si vous en prévoyez une. | ||
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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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