Les pantographes ou l'étude des transformations géométriques (-)
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Review filed on 2011/09/13 16:15 by evemariermarceau. |
Cette activité est très intéressante en ce sens qu’elle permet à l’élève d’entraîner son œil à reconnaître les différentes transformations géométriques ainsi qu’à faire des liens entre les propriétés des triangles isométriques ou semblables, selon le cas, et la construction d’une figure par transformation géométrique. Par exemple, dans le Fichier 6, il est pertinent que l’élève ait à faire le lien entre le point fixe de l’appareil et le centre d’homothétie (O) ainsi qu’entre les proportions existantes dans les triangles semblables construits par le pantographe et le rapport d’homothétie (k).
| This review is done without a trial in classroom. |
Usage conditions
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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 | |
Comments: org.codehaus.groovy.runtime.NullObject@6b99c415 | ||
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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 | |
Comments: Par souci de rigueur mathématique, il serait peut-être intéressant de préciser la nature des figures géométrique soutenant les différents pantographes. Toutefois, cette ambigüité oblige l'élève à se questionner davantage sur les propriétés des figures exposées et sur la géométrie euclidienne. | ||
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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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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 |
