Testée avec un public bien particulier
Global comment: |
Review filed on 2011/04/15 18:01 by ileyraud3. |
Activité très intéressante mais difficile pour les élèves, qui peut toutefois être utilisée pour un public très varié. Guidés par le professeur et/ou avec l'aide de la figure dynamique les élèves peuvent bien se mettre en activité et on peut la prolonger facilement pour des terminales en essayant de trouver une expression de la fonction.
| This review concludes 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):
Activité testée dans un contexte bien particulier : séquence avec des élèves de 3ème et de Terminale S pour introduire la notion de discontinuité.
Organisation : vidéoprojection en classe entière
Update the selected educational level(s) for this resource.
Educational levels:
Troisième de Collège, Terminale générale S.
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 | |
Comments: L'activité est très intéressante mais aucune information aidant à sa mise en oeuvre ne sont indiquées. | ||
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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: Fichier geogebra. | ||
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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: Ce travail sur les fonctions discontinu peut même être fait pour un travail sur la représentation graphique des fonctions en fin de troisième. | ||
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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 | |
Comments: L'affichage dès le début du point servant à obtenir la représentation graphique de l'aire est dommage.On aurait pu penser à fixer le texte s'il doit être utilisé par des élèves ou à l'enlever si les élèves ont l'énoncé papier. On peut aussi améliorer la figure en ajoutant au moins un bouton permettant d'afficher ou de cacher le point donnant la représentation graphique de la fonction pour montrer la figure et la manipuler sans donner la valeur de l'aire recherché et les points de la représentation graphique. | ||
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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: Pour s'y engager complètement il faut que le professeur intervienne, sinon les élèves sont bloqués. On pourrait rajouter des questions intermédiaires (ce que j'ai choisi de ne pas faire) ou préciser dans un document professeur des pistes pour guider des élèves (des questions à poser, manipuler la figure sans faire apparaître aucune partie de la représentation graphique de la fonction...) | ||
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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: Rien n'est précisé | ||
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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: On peut trouver des apports à différents niveaux (représentation de fonction pour les troisièmes et les niveaux supérieurs, notion de discontinuité pour les terminales,...) | ||
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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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