i2geo - Coll_josee__Lesanglesexterieursdunpolygoneregulier

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Global comment:

Review filed on 2011/09/13 14:03 by JFPomerleau.

C'est très bon

This review concludes a trial in classroom.

Hardware setup

Learner organization

More about the context of usage (free comments):

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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: Wow!!!!

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: Cooolll!!!

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

In this resource, Interactive Geometry adds value to the learning experience

This activity helps me teach mathematics

I know how to set my class for this activity

I found easily a way to use this activity in my curriculum progression

The resource is user friendly and adaptable

		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:

		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:

		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:

		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:

		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 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: