Today’s students are accustomed to huge visual information rather than written information due to the explosive growth of using of the electronic devices called “Smart devices.” But, despite this condition, the most teachers who work at schools have been using static forms to teach mathematical conc...
Today’s students are accustomed to huge visual information rather than written information due to the explosive growth of using of the electronic devices called “Smart devices.” But, despite this condition, the most teachers who work at schools have been using static forms to teach mathematical concepts, principles, theorems, and mathematical problem solving process as they have faced realistic constraints in their field, “school.”
Although there is “The Smart Education“ -in this study, it means ”Digital Text“- that our government carries out, corporate giants and professional enterprises have taken it over, so it is impossible that teachers working at schools directly modify or reconstruct this smart education and reflect levels and specialty of students.
So, I have studied “Digital Text” -electronic text- using Ibooks Author, Mathematica, GSP, Google Docs to solve the problems I’ve mentioned above.
First, “Digital Text” could give dynamic materials to students to make them ask and communicate freely mathematical concepts and principles using their familiar smart devices without any temporal or spatial constraints. Second, “Digital Text” could not just set a foothold for improving students’ mathematical problem-solving skills through intuitive mathematics experiments students conduct for themselves, but reorganize the knowledge structure of students who understand basic mathematical concepts, principles and theorems through the activities connected with a real life and deepening problems.
For teachers, “Digital Text” could serve as a medium connected with educational intent of themselves and send educational contents more easily to today’s students who are familiar with sensory media. Also, it could suggest not a ‘created’ text, but a ‘creating’ text through the interaction with students and through the consistent corrections and complements with them. And it could let teachers make their own digital texts to develop their professionalism as a teacher and deeply convey their learning contents to students. Lastly, it could not just manufacture ‘online formation evaluation’ which lessens teachers’ tasks, such as scoring and feedback with students, but also make students accumulate data of five notions.
So like I’ve explained above, I suggest plans for activation of “Digital Text” in this study by means of implementation evaluation and interviews with students, fellow teachers and school inspectors(App Competition).
Today’s students are accustomed to huge visual information rather than written information due to the explosive growth of using of the electronic devices called “Smart devices.” But, despite this condition, the most teachers who work at schools have been using static forms to teach mathematical concepts, principles, theorems, and mathematical problem solving process as they have faced realistic constraints in their field, “school.”
Although there is “The Smart Education“ -in this study, it means ”Digital Text“- that our government carries out, corporate giants and professional enterprises have taken it over, so it is impossible that teachers working at schools directly modify or reconstruct this smart education and reflect levels and specialty of students.
So, I have studied “Digital Text” -electronic text- using Ibooks Author, Mathematica, GSP, Google Docs to solve the problems I’ve mentioned above.
First, “Digital Text” could give dynamic materials to students to make them ask and communicate freely mathematical concepts and principles using their familiar smart devices without any temporal or spatial constraints. Second, “Digital Text” could not just set a foothold for improving students’ mathematical problem-solving skills through intuitive mathematics experiments students conduct for themselves, but reorganize the knowledge structure of students who understand basic mathematical concepts, principles and theorems through the activities connected with a real life and deepening problems.
For teachers, “Digital Text” could serve as a medium connected with educational intent of themselves and send educational contents more easily to today’s students who are familiar with sensory media. Also, it could suggest not a ‘created’ text, but a ‘creating’ text through the interaction with students and through the consistent corrections and complements with them. And it could let teachers make their own digital texts to develop their professionalism as a teacher and deeply convey their learning contents to students. Lastly, it could not just manufacture ‘online formation evaluation’ which lessens teachers’ tasks, such as scoring and feedback with students, but also make students accumulate data of five notions.
So like I’ve explained above, I suggest plans for activation of “Digital Text” in this study by means of implementation evaluation and interviews with students, fellow teachers and school inspectors(App Competition).
주제어
#스마트 러닝 수학교육 기하와 벡터 Mathematica Ibooks author Gsp Google docs 디지털교과서
※ AI-Helper는 부적절한 답변을 할 수 있습니다.