THALES: une bonne construction pour la vidéoprojection
Global comment: |
Review filed on 2011/04/08 16:52 by calpea. |
L'activité se résume à quelques rapides conseils d'utilisation d'une figure réalisée avec géogébra. La construction est impeccable mais l'activité peut être améliorée largement en ajoutant simplement quelques boutons cacher-montrer. Cela laisserait le temps aux élèves de comprendre, de chercher, de calculer de conjecturer…
| 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):
La figure est projetée et les élèves ont une fiche de travail pour noter des valeurs et calculer les rapports au fur et à mesure qu'on produit les différentes configurations (le professeur ou un élève manipule les points mobiles).
La figure est aussi utilisable en 3° pour rappeler les acquis de 4° et proposer une extension au "cas général" (les points M et N sont mobiles sur la droite (AB) au lieu du segment AB?).
Update the selected educational level(s) for this resource.
Educational levels:
Quatrième de Collège, Troisième 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
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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: La mise en oeuvre n'est pas proposée ni la durée mais c'est simple et adaptable à chacun. Pas de pré-recquis techniques pour la prise en main de la figure mais les améliorations (redéfinir les points M et N) nécessitent un peu d'aisance avec le logiciel. | ||
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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: impeccable | ||
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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: impeccable pour la France... à adapter aux autres systèmes européens... | ||
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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: Les valeurs numériques seraient toutefois plus exploitables avec des points à coordonnées entières ou décimales. Proposition: définir une grille graduée en demi-unité et aimanter les points sur la grille dans un premier temps afin de faire apparaître des rapports "simples". | ||
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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: une fiche guide ou des compte-rendu d'expérimentation seraient bienvenus | ||
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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 | |
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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 |
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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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