数学微实验设计与实践:基于自带设备模式
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摘要
传统的数学实验与课堂教学有着时空上的割裂,很难与数学教学融为一体,但是BYOD(bring your own device)自带设备模式的出现使得数学实验可以随时随地进行,为问题的解决提供了契机。利用BYOD提供的硬件支持和GeoGebra提供的软件支持设计数学微实验,讨论数学微实验的设计原则和设计要点,最后给出一个数学微实验的设计案例。
The traditional mathematics experiment is separated from classroom teaching in time and space, and it is difficult to integrate with mathematics teaching, but the emergence of BYOD(bring your own device) equipment mode makes the mathematics experiment can be carried out anytime and anywhere. It provides an opportunity for the solution of the problem. The hardware support provided by BYOD and the software support provided by GeoGebra are used to design the mathematical microexperiment. the design principles and key points of the mathematical microexperiment are discussed. finally, a design case of the mathematical microexperiment is given.
The traditional mathematics experiment is separated from classroom teaching in time and space, and it is difficult to integrate with mathematics teaching, but the emergence of BYOD(bring your own device) equipment mode makes the mathematics experiment can be carried out anytime and anywhere. It provides an opportunity for the solution of the problem. The hardware support provided by BYOD and the software support provided by GeoGebra are used to design the mathematical microexperiment. the design principles and key points of the mathematical microexperiment are discussed. finally, a design case of the mathematical microexperiment is given.
引文
[1]Afreen,R. Bring your own device(BYOD)in higher education:Opportunities and challenges[J]. International Journal of Emerging Trends&Technology in Computer Science(IJETTCS).2014,3(1):233-236.
[2]Johnson,L.,Adams Becker,S.,Cummins,M.,Estrada,V.,Freeman,A.,and Hall,C.(2016). NMC Horizon Report:2016Higher Education Edition. Austin,Texas:The New Media Consortium[EB/OL]. http://www.nmc.org/publications/.
[3]C Bardini,RU Pierce,K Stacey. Teaching Linear Functions in Context with Graphics Calculators:Students'Responses and the Impact of the Approach on Their Use of Algebraic Symbols[J]. International Journal of Science&Mathematics Education,2004,2(3):353-376.
[2]Johnson,L.,Adams Becker,S.,Cummins,M.,Estrada,V.,Freeman,A.,and Hall,C.(2016). NMC Horizon Report:2016Higher Education Edition. Austin,Texas:The New Media Consortium[EB/OL]. http://www.nmc.org/publications/.
[3]C Bardini,RU Pierce,K Stacey. Teaching Linear Functions in Context with Graphics Calculators:Students'Responses and the Impact of the Approach on Their Use of Algebraic Symbols[J]. International Journal of Science&Mathematics Education,2004,2(3):353-376.