CASMI: Virtual Learning Collaborative Environment for Mathematical Enrichment

Autor/inn/en	Freiman, Viktor; Manuel, Dominic; Lirette-Pitre, Nicole
Titel	CASMI: Virtual Learning Collaborative Environment for Mathematical Enrichment
Quelle	In: Understanding Our Gifted, 19 (2007) 4, S.20-23 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-1350
Schlagwörter	Feedback (Response); Preservice Teachers; Academically Gifted; Textbooks; Online Courses; Foreign Countries; Mathematical Concepts; Mathematical Enrichment; Teaching Methods; Cooperation; Teacher Education; Thinking Skills; Mathematical Formulas; Electronic Learning; Motivation; Mathematics Education; College Students; French; Canada + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Online course; Online-Kurs; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Lehrerausbildung; Lehrerbildung; Denkfähigkeit; Mathematische Formel; psychologische; Motivation (psychologisch); Mathematische Bildung; Collegestudent; Französisch; Kanada
Abstract	Challenging problems can make mathematics more attractive to all learners, including the gifted. Application problems that one still finds in regular textbooks often can be resolved by applying a single mathematical concept, operation, or formula. These problems do not require a higher order of thinking. They are, therefore, less cognitively and metacognitively demanding, and gifted students may find them to be too easy. In fact, the level of mathematical abilities in bright youngsters is often so high that they see solutions right away after reading a problem only once. Research shows that there is a lack of pedagogical resources to engage these students in more complex cognitive activities, hence making them construct new knowledge. Thus, more challenging, open ended investigative tasks are needed to support genuine learning. While options for developing mathematical talent in and out of the classroom have previously been used, online learning represents a new spectrum of experiences for mathematically gifted students. The NRICH program (nrich.maths.org) is among recent studies reporting a positive effect of virtual problem-based environments on pupils' motivation toward mathematics. The Math Forum (www.mathforum.org) project is built on the idea of interaction between members of a virtual community around participant-generated services and resources. Teachers, mathematicians, researchers, students, and parents learn math and improve math education through the Internet. The CAMI site was created in 2000 at the Faculte des sciences de l'education at the Universite de Moncton, Canada. It provided a place where K-12 children from the French New Brunswick community could solve challenging mathematical problems that were posted online. Their solutions were then sent by email to personal preservice teachers who provided feedback. Enthusiastic about the success of the CAMI project, the authors started a new venture aiming to create even closer community links and provide students with more challenging opportunities. This improved project was named CASMI (Communaute d'Apprentissages Scientifiques et Mathematiques Interactifs). In this article, the authors describe the Virtual Mathematics and Science Problem Solving Community CASMI and present an example of a CASMI problem. (ERIC).
Anmerkungen	Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax 303-545-6505; Web site: http://www.our-gifted.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10