Modélisation d'un monument célèbre
Global comment: |
Review filed on 2011/10/07 22:59 by smouhous. |
L’activité est intéressante. cependant, il manque beaucoup de détail pour faire embarquer l'élève. notamment les connaissances de base de l'élève qu'il faut mobiliser.
| 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:
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
| |
 |
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 | |
Comments: | ||
