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The actual use of KeTCindy in education. (English) Zbl 1434.68607
Greuel, Gert-Martin (ed.) et al., Mathematical software – ICMS 2016. 5th international conference, Berlin, Germany, July 11–14, 2016. Proceedings. Cham: Springer. Lect. Notes Comput. Sci. 9725, 342-350 (2016).
Summary: Today, various tools have been developed to visualize mathematical objects dynamically. For example, graphical user interfaces have been implemented on many computer algebra systems like Mathematica in which a dynamic presentation of geometric shapes and function graphs can be generated by using sliders. Among such tools, dynamic geometry software like Cinderella are quite excellent in that they allow us to control those objects more interactively. At the same time, static presentation of those objects on printed matters is also indispensable for mathematical activities since it is through paper and pencil-based activities that we can most easily synchronize computation and observation. Thus, especially for educational purposes, the selection and the usage of these methods at each stage of the learning process is crucial. Since KeTCindy, which we have recently developed, serves a direct linkage between interactive presentation of graphics on Cinderella and its exported image into TeX, it can be expected that using KeTCindy enables mathematics learners to unify their intuitive reasoning through observation of the interactive presentation on PC and their discursive inference with the use of TeX documents including finely tuned graphics. In this paper, the effect of such unifiability on the learners’ reasoning processes is illustrated through time-series detection of learners’ activities during some case study in which KeTCindy system is used.
For the entire collection see [Zbl 1342.68017].
68U05 Computer graphics; computational geometry (digital and algorithmic aspects)
68U15 Computing methodologies for text processing; mathematical typography
97U70 Technological tools, calculators (aspects of mathematics education)
Full Text: DOI
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