Didactic and theoretical-based perspectives in the experimental development of an intelligent tutorial system for the learning of geometry.

Autor/inn/en	Richard, Philippe R.; Fortuny, Josep Maria; Gagnon, Michel; Leduc, Nicolas; Puertas, Eloi
Titel	Didactic and theoretical-based perspectives in the experimental development of an intelligent tutorial system for the learning of geometry.
Quelle	In: ZDM : mathematics education, 43 (2011) 3, S. 425-439 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-011-0320-y
Schlagwörter	Kognition; Schüler; Interaktion; Lernen; Didaktik; Computerprogramm; Informatik; Tutorensystem; Geometrie; Mathematikunterricht; Mathematische Kompetenz; Modell
Abstract	This paper aims at showing the didactic and theoretical-based perspectives in the experimental development of the geogebraTUTOR system (GGBT) in interaction with the students. As a research and technological realization developed in a convergent way between mathematical education and computer science, GGBT is an intelligent tutorial system, which supports the student in the solving of complex problems at a high school level by assuring the management of discursive messages as well as the management of problem situations. By situating the learning model upstream and the diagnostic model downstream, GGBT proposes to act on the development of mathematical competencies by controlling the acquisition of knowledge in the interaction between the student and the milieu, which allows for the adaptation of the instructional design (learning opportunities) according to the instrumented actions of the student. The inferential and construction graphs, a structured bridge (interface) between the contextualized world of didactical contracts and the formal computer science models, structure GGBT. This way allows for the tutorial action to adjust itself to the competential habits conveyed by a certain classroom of students and to be enriched by the research results in mathematical education.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2012/2