[en] In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary
geometric concepts in a sequence of learning activities, created with the dynamic mathematics
system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who
are active in their learning process, are allowed to build new knowledge in an autonomous way and
at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data,
the computer, a diagnostic tool of the competencies of the children in geometry, interprets the
answer offered by the child, and based on this answer, gives relaunch instruction to go off to further
explore the concepts. So children with special needs are identified and a differentiation individual
pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a
pretest and a posttest will allow us to assess the gained knowledge of the children.
Disciplines :
Education & instruction
Author, co-author :
DORDING, Carole ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)
Martin, Romain
KREIS, Yves ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW)
Latour, Thibaud
External co-authors :
no
Language :
English
Title :
GeoGebraTAO, validation of an adaptive learning environment of dynamic geometry. Source of a differentiation individual pathway of the student?
Publication date :
26 July 2016
Number of pages :
4
Event name :
13th International Congress on Mathematical Education
