When introducing computer labs in math education, some training for in-service teachers appears essential to help them revise school programs and give an answer to issues related with teaching habits, didactical planning and lab conduction. In order to make computers an effective support to math teaching, we think that class and lab should be given equal cognitive importance. Training courses should be hands-on, give models rather than recipes, and include the formation of working groups connected to the research world.
Learning to bridge classroom and lab activities in math education
G Dettori;E Lemut
1996
Abstract
When introducing computer labs in math education, some training for in-service teachers appears essential to help them revise school programs and give an answer to issues related with teaching habits, didactical planning and lab conduction. In order to make computers an effective support to math teaching, we think that class and lab should be given equal cognitive importance. Training courses should be hands-on, give models rather than recipes, and include the formation of working groups connected to the research world.File in questo prodotto:
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