Doporučila bych poopravit obrázek tak, aby se při dynamickém pohybu bodu R zobrazoval i souměrný bod s bodem M podle osy paraboly. Možná by bylo názornější zavést dynamicky se pohybující přímku - rovnoběžku s řídící přímkou.
This review is done without a trial in classroom.
Usage conditions
Hardware setup
Learner organization
More about the context of usage (free comments):
Update the selected educational level(s) for this resource.
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
I found easily the resource, the audience, competencies and themes are adequate
The theme is the one I was looking for
The mathematical prerequisites are the one I want
Technical prerequisites are adequate
Trained competencies are adequate and complete
Objectives are stated and clear
Proposed implementation (classroom, beamer, individual work...) is suitable
The duration is stated and appropriate
Comments:
The files are technically sound and easy to open
I can access the file
I can open the file with my software of choice
There are no bugs in the files
Comments:
The content is mathematically sound and usable in the classroom
The mathematics are valid
The content is conform to the curriculum for that level
The content is related to the objectives
Comments:
Translation of the mathematical activity into interactive geometry is coherent
The math and the figures are related
The figure is behaving consistently within the activity
The figure shows no ill effect
The numerical values (angles, lengths) are consistent
Functionalities and specific behaviors like sliders, keyboard interaction or macros are well described
Comments:
In this resource, Interactive Geometry adds value to the learning experience
I can produce drawings which are clear and sharp
Different configurations are easily produced
Helps the user to explore, experiment and conjecture
Conjectures can be visually validated
Different representations can be compared
Leads to understand geometric relations rather than numerical values
The activity can not be transposed to paper and pen
Interactive geometry helps reaching the pedagogical goal
Dragging around, you can illustrate, identify or conjecture invariant properties
Dragging around, you infer dependency relations among objects
Comments:
This activity helps me teach mathematics
The students (will) get readily to the point
Hints are given on ways to make the students start
Students initiatives are fostered
Some reports and students snapshots help me foresee the situations that arise
I am helped in identifying resolution strategies, whether correct or invalid, that the students may choose
The feedbacks from the software are discussed and actions to use them are proposed
The feedbacks help the students reach understanding
Remedial actions with respect to expected dead-ends are described
Actions to help the students change strategies are proposed
Advice to determine how and when to synthesize findings is given
How, when and who validates the conclusions are described
The overall activity and what takes place, what are the expected benefits and other possibilities are described
Comments:
I know how to set my class for this activity
The possible configurations (one computer per student or beamer or personal work) are described
Different roles and phases are described
The exchange of information, for conjectures, validations, conclusions are described
A schedule of the activity is proposed
Comments:
I found easily a way to use this activity in my curriculum progression
The activity benefits later in the classroom
The activity relates easily with my usual teaching
It helps to understand the mathematical notions at work
The experiments they made provide an introduction to the next topic
Comments:
The resource is user friendly and adaptable
The amount of information is satisfactory
The information is clearly presented
Elements of the resource can be modified to adapt it to one's needs
