It will be familiar to colleges further down the ICT track and there will be similar stories to be told in other institutions concerning other applications. There is a lot of useful material available from the internet and it is that process that is described here.
GEOMETRY SKETCHPAD ACTIVITIES PC
It costs nothing and is relatively simple to set up a working version on a stand alone 486 PC or on a college intranet. The aim of this contribution is to explain the practicalities of acquisition and usage of the package and describe its use in some areas. Will allow us to enhance the variety of delivery for a number of topics at A-level. There has been considerable activity using it in our department and, whilst as yet, we have rather limited experience with students to find the shortcomings, staff reaction has been positive. The Maths department in Peter Symonds' College, Winchester recently acquired a demonstration copy of "Geometer's Sketchpad" having seen some useful example files on the internet. Geometer's Sketchpad: an evaluation for use at A-level in a VIth form college
GEOMETRY SKETCHPAD ACTIVITIES SOFTWARE
The Geometer's Sketchpad holds great promise as a technology that can energize the geometry curriculum however, teachers must carefully design its implementation so that students reap the greatest possible benefit from its use.In the first instalment of a series of articles on the use of Geometry software at A-level, Paul Blythin of Peter Symonds' College takes us through his experiences with Geometer's Sketchpad. Instead of using teacher and student interviews as evidence of GSP's effectiveness, researchers should seek quantitative data that shows how specific uses of dynamic geometry software lead to greater performance on standardized tests. More research is necessary to determine how teachers can use The Geometer's Sketchpad most effectively in the classroom. In this way, students continue to receive the benefits of GSP throughout the year without becoming bored by its constant use.
Teachers should ensure that each pair moves at a pace that allows both students to comprehend the material.īecause student interest waned when classes used The Geometer's Sketchpad every day for an extended period of time, I recommend using GSP as a tool to supplement more traditional lessons and hands-on activities rather than as the primary instrument of instruction. GSP also provides teachers with opportunities to have students participate in partner work. The research shows, however, that this improved engagement wanes over time therefore, teachers must be cautious not to overuse GSP. The dynamic nature of The Geometer's Sketchpad may lead students to improve their engagement with the material. While teachers must devote some time at the beginning of the year to training students to use GSP, the class will earn this time back in the long run because the dynamic aspects of the tool prevent teachers and students from having to draw a new figure by hand each time. Students in this environment feel a sense of control over their learning, even when the teacher is the person designing the sketches. With GSP, the classroom becomes a student-centered rather than teacher-centered environment. By using the tool's dragging features, students can observe countless examples of different figures quickly and easily. The Geometer's Sketchpad (GSP) takes the traditional pencil-and-paper geometry class and transforms it into a dynamic learning environment.
0 kommentar(er)
