Abstract
Learning mathematics actively, oriented at mathematical processes, in a technology-enhanced learning environment differs widely from learning in traditional mathematics courses. The traditional lecture - an expert presents the knowledge the learners have to acquire - usually doesn't activate the students' thinking. This article introduces three didactical design patterns which describe how university students can be enabled to use technology in order to explore and solve mathematical problems in open learning scenarios: TECHNOLOGY ON DEMAND, HELP ON DEMAND, and FEEDBACK ON DEMAND. © 2009 IFIP International Federation for Information Processing.
Author supplied keywords
Cite
CITATION STYLE
Bescherer, C., & Spannagel, C. (2009). Design patterns for the use of technology in introductory mathematics tutorials. In IFIP Advances in Information and Communication Technology (Vol. 302 AICT, pp. 427–435). Springer New York LLC. https://doi.org/10.1007/978-3-642-03115-1_45
Register to see more suggestions
Mendeley helps you to discover research relevant for your work.
