By Eugène Chouraqui, Carlo Inghilterra (auth.), Jean-Marie Laborde (eds.)

This booklet is a completely revised outcome, up to date to mid-1995, of the NATO complex learn Workshop on "Intelligent studying Environments: the case of geometry", held in Grenoble, France, November 13-16, 1989. the most target of the workshop used to be to foster exchanges between researchers who have been serious about the layout of clever studying environments for geometry. the matter of scholar modelling used to be selected as a vital subject matter of the workshop, insofar as geometry can't be diminished to procedural wisdom and as the value of its complexity makes it of curiosity for clever tutoring procedure (ITS) improvement. The workshop focused round the following issues: modelling the data area, modelling scholar wisdom, layout­ ing "didactic interaction", and learner regulate. This ebook comprises revised models of the papers offered on the workshop. all the chapters that persist with were written via contributors on the workshop. every one shaped the root for a scheduled presentation and dialogue. Many are suggestive of analysis instructions that may be performed sooner or later. There are 4 major matters operating throughout the papers provided during this booklet: • wisdom approximately geometry isn't really wisdom concerning the actual international, and materialization of geometrical gadgets implies a reification of geometry that's amplified on the subject of its implementation in a working laptop or computer, considering gadgets will be manipulated at once and kinfolk are the result of activities (Laborde, Schumann). This element is easily exemplified through learn tasks concentrating on the layout of geometric microworlds (Guin, Laborde).

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96. 97. 98. 99. 100. 101. 102. 103. 104. 105. O. il Introduction Learning environments, or mathematical microworlds, have been claimed to be the prime choice for supporting those learning processes which are aimed at understanding the properties of mathematical objects and the relationships between them which are so important in mathematics. The researcher can investigate such claims by observing the students understanding before and after the learning experience and draw general conclusions from his observations about the overall influence of the microworld.

Proceedings of the Eleventh International Conference for the Psychology of Mathematics Education, Vol. II (pp. 31-38). Montreal, Canada: Universite. Parzysz, Bernard (1988). "Knowing" vs "Seeing". Problems of the Plane Representation of Space Geometry Figures. Educational Studies in Mathematics 19(1),79-92. Schwartz, Judah (1996). This volume. Schwarz, Baruch, & Tommy Dreyfus (1993). Measuring integration of information in multirepresentational software. Interactive Learning Environments 3(3), 177-198.

4. 5. 6. 7. 8. 9. AAK DR S1M JMS AAN KD MC YPR AS 11. 12. 13. 14. 15. 16. 17. 18. 19. AK AN MSN VS RDP AAN RDD 10. 9 H H H H H H H H H H H H M H H M M M M comm. stage subtraction grouping II III II i ii G NP G NP NP 6 4 6 6 6 II i Iii 0 IV IV IV NP NP 0 G 0 G 0 NP iv 0 III IV IV iii III iv 1 4 1 1 2 2 1 1 1 6 1 6 34 R. Devi et al. 20. 2l. 22. 23. 24. 25. 26. 27. 28. 29. 30. 3l. 32. 33. 34. 35. 36. 37. 38. 39. 40. 4l. 42. 43. 44. 45. 46. 47. 48. 49. 50. 5l. 52. 53. 54. 55. 56. 57. 58. 59. 60. 6l.

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