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An Example of the Use of Dynamic Mathematics Software to Create Problem-Solving Environments That Serve Multiple Purposes
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Çekmez, Erdem; Bülbül, Buket Özüm – Interactive Learning Environments, 2018
Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been…
Descriptors: Mathematics Instruction, Problem Solving, Mathematical Concepts, Teaching Methods
Web Geometry Laboratory: Case Studies in Portugal and Serbia
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Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena – Interactive Learning Environments, 2018
The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…
Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Blended Learning
Informal Math Coaching by Instant Messaging: Two Case Studies of How University Students Coach K-12 Students
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Hrastinski, Stefan; Edman, Anneli; Andersson, Fredrik; Kawnine, Tanvir; Soames, Carol-Ann – Interactive Learning Environments, 2014
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can…
Descriptors: Computer Mediated Communication, Educational Technology, Coaching (Performance), Mathematics Instruction