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Helping Teachers Generate Exercises with random coefficients. Denis Bouhineau, Hamid Chaachoua, Jean-Francois Nicaud & Camille Douine. 1. ICTMT’2007. What’s next ?. Introduction : about Aplusix What is working ? For real ? Two taxonomies Teacher’s place and role in TEL* environments - PowerPoint PPT Presentation
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Helping Teachers Generate Exercises with random coefficients
Denis Bouhineau, Hamid Chaachoua, Jean-Francois Nicaud & Camille Douine
ICTMT’2007 1
What’s next ?
Introduction : about Aplusix What is working ? For real ? Two taxonomies
Teacher’s place and role in TEL* environments Activities foreseen and provided by TEL environments
Patterns of exercises Pedagogical Web Standard approach Specifically Math web approach with CAS (Our) Teacher-friendly approach
Perspectives
(TEL*: Technology Enhanced Learning)
ICTMT’2007 2
Introduction : Aplusix
ICTMT’2007 3
Aplusix – Learning by doing elementary algebra A microworld and an exerciser for doing algebra Students freely write algebraic expressions Natural representation and editing of algebraic expressions Two fundamental feedbacks
Semantic equivalence between successive steps Syntax of the final expression
Introduction to Computer Algebra Systems (via commands)
Introduction : Aplusix
ICTMT’2007 4
Students Gain autonomy Learn algebra Feel happy
Teachers Specific tools (replay system, statistics, exercises editor, …)
Experiments Available
for research, http://aplusix.imag.fr/Dir-Vers-Rech or see publishers : Chartwell&Yorke (uk), Les éditions
Archimède (fr), MediaDirect (it)
What is working ? For real ?
Mediappro (7393 students aged 12-18, from 9 contries in EC) 50~70% of family have computer with internet access, ~100% of
college have computer with internet access Internet (everyday/several time a week): 67 % at home, 26 % at
school, in france 70 % at home, 10 % at school, (65% never) one-to-one computing programs (NY State)
Many schools have given up No evidence it had any impact on student achievement It’s cost prohibitive Laptops have been abused by students
Questions Tel are good enough? Teacher are happy to use TEL?
ICTMT’2007 5
Teacher’s place and role in TEL environments
TEL environments that simply ignore teachers (5/21*) TEL environments that supposes the presence of a teacher TEL environments that incorporates an electronic teacher
TEL environments that give feedbacks to teachers (4/21) TEL environment showing externally the internal representation of
the students TEL environments dedicated to competencies diagnosis
TEL environments with teacher’s interface to manage classes (5/21) TEL environments with teacher’s interface to manage classes and edit
activities (7/21)
21* : 21 rich TEL environments
ICTMT’2007 6
Activities foreseen and provided by TEL environments
What are the added-value introduce with the use of computer ?
Lessons most of the work (fill the content) is done by mathematicians,
didacticians, teachers activities analogous with/without computer
Training activities link to Computer Algebra Systems (as mathematical expert) or simple / multiple choice questions
Test activities mathematical difficulties major didactics and pedagogy difficulties
ICTMT’2007 7
Patterns of exercises
TEL with teachers to edit training activities
Pedagogical Web Standard approach IMS-QTI, IMS-SS, IMS-LD, IMS-CP, LOM IMS-MathQTI
Specifically Math web approach with CAS Wims, AIM, … Web expert (+ script expert) + CAS expert (+ teacher)
(Our) Teacher-friendly approach based on our model of pattern no web, no script, no cas integrated to the standard system instanciated examples + feedbacks
ICTMT’2007 8
Patterns of exercises
Model of patterns Name, Comment, Heritage, Time, Frequency, PostProcessing
Pattern, Domains and Constraints. First work
2 didacticians, 9 files, 650 patterns, 157 Ko
ICTMT’2007 9
Patterns of exercises
ICTMT’2007 10
Perspectives
Generic Pattern editor and Exercises generator Web-based Pattern editor and Exercises generator
Exercises generator based on didactical variables
Think about usage
ICTMT’2007 11