Analyse a priori de la séance
Global comment: |
Review filed on 2011/05/04 10:02 by Digeon. |
L'activité proposée correspond bien aux compétences décrites par l'auteur. Elle peut être réalisée en salle informatique avec un ordinateur par élève ou servir aussi de support en classe en vidéoprojection pour illustrer au cours du chapitre.
Il reste cependant le problème des arrondis (exemple 33°...) qu'il ne faut pas négliger...et anticiper les réponses à donner aux élèves.
Il manque cependant une fiche élève pour proposer des temps de validation par l'enseignant et enfin une partie papier crayon auquel les élèves doivent être confrontés.
Cette revue ne fais pas suite à une expérimentation en classe et ne reste qu'un analyse a-priori de l'activité.
| This review is done without a trial in classroom. |
Usage conditions
|
Hardware setup
|
Learner organization
|
More about the context of usage (free comments):
Update the selected educational level(s) for this resource.
Educational levels:
Radio buttons: more on the left side to say that I don't agree, more on the right side to say that I agree
| |
 |
I found easily the resource, the audience, competencies and themes are adequate |
 |
The theme is the one I was looking for | |
|
|
The mathematical prerequisites are the one I want | |
|
|
Technical prerequisites are adequate | |
|
|
Trained competencies are adequate and complete | |
|
|
Objectives are stated and clear | |
 |
Proposed implementation (classroom, beamer, individual work...) is suitable | |
|
|
The duration is stated and appropriate | |
Comments: Les différences énarios d'utilisaiton de cette ressource ne sont pas déclinés, pourtant il en existe plusieurs avec de sobjectifs différents | ||
| |
|
The files are technically sound and easy to open |
|
|
I can access the file | |
|
|
I can open the file with my software of choice | |
|
|
There are no bugs in the files | |
Comments: Puisque cette activité est une activité en ligne, cela limite les soucis d'ouverture du fichier. | ||
| |
|
The content is mathematically sound and usable in the classroom |
|
|
The mathematics are valid | |
|
|
The content is conform to the curriculum for that level | |
|
|
The content is related to the objectives | |
Comments: Il existe un soucis dans l'arrondis des angles que l'auteur de la ressource en mentionne pas...Exemple 33°...attention aux réponses à donner aux éléves. | ||
| |
|
Translation of the mathematical activity into interactive geometry is coherent |
|
|
The math and the figures are related | |
|
|
The figure is behaving consistently within the activity | |
|
|
The figure shows no ill effect | |
|
|
The numerical values (angles, lengths) are consistent | |
|
|
Functionalities and specific behaviors like sliders, keyboard interaction or macros are well described | |
Comments: les fonctionnalités du logiciels de géométrie dynamique sont assez simpls....je bouge le curseur et j'observe. Aucune compétences n'est donc requise, c'est très bien. Par contre, j'insiste encore sur la validté de la figure dans le cas de l'angle de 33°. | ||
| |
|
In this resource, Interactive Geometry adds value to the learning experience |
|
|
I can produce drawings which are clear and sharp | |
|
|
Different configurations are easily produced | |
|
|
Helps the user to explore, experiment and conjecture | |
|
|
Conjectures can be visually validated | |
|
|
Different representations can be compared | |
|
|
Leads to understand geometric relations rather than numerical values | |
|
|
The activity can not be transposed to paper and pen | |
|
|
Interactive geometry helps reaching the pedagogical goal | |
|
|
Dragging around, you can illustrate, identify or conjecture invariant properties | |
|
|
Dragging around, you infer dependency relations among objects | |
Comments: | ||
| |
|
This activity helps me teach mathematics |
|
|
The students (will) get readily to the point | |
|
|
Hints are given on ways to make the students start | |
|
|
Students initiatives are fostered | |
 |
Some reports and students snapshots help me foresee the situations that arise | |
|
|
I am helped in identifying resolution strategies, whether correct or invalid, that the students may choose | |
|
|
The feedbacks from the software are discussed and actions to use them are proposed | |
|
|
The feedbacks help the students reach understanding | |
|
|
Remedial actions with respect to expected dead-ends are described | |
|
|
Actions to help the students change strategies are proposed | |
|
|
Advice to determine how and when to synthesize findings is given | |
|
|
How, when and who validates the conclusions are described | |
|
|
The overall activity and what takes place, what are the expected benefits and other possibilities are described | |
Comments: Les consignes pour les éléves sont donnés à l'oral sur le fiche .doc mais ne donne aucun retour sur les expérimentaitons en classe et les points délicats. Quelques piste d'algorithmes sont renseignés : il aurait été intéressants pours les enseignants davoir plus de détails sur ce point de vue qui vient d'être introduit récemment dans nos programmes d'enseignements. | ||
| |
|
I know how to set my class for this activity |
|
|
The possible configurations (one computer per student or beamer or personal work) are described | |
|
|
Different roles and phases are described | |
 |
The exchange of information, for conjectures, validations, conclusions are described | |
|
|
A schedule of the activity is proposed | |
Comments: La mise en commun est décrite rapidement dnas la fiche .doc : plus de détails aurait été profitable. | ||
| |
|
I found easily a way to use this activity in my curriculum progression |
|
|
The activity benefits later in the classroom | |
|
|
The activity relates easily with my usual teaching | |
|
|
It helps to understand the mathematical notions at work | |
|
|
The experiments they made provide an introduction to the next topic | |
Comments: | ||
| |
|
The resource is user friendly and adaptable |
|
|
The amount of information is satisfactory | |
|
|
The information is clearly presented | |
|
|
Elements of the resource can be modified to adapt it to one's needs | |
Comments: | ||
