Youngsters Solving Mathematical Problems with Technology: by Susana Carreira, Visit Amazon's Keith Jones Page, search
By Susana Carreira, Visit Amazon's Keith Jones Page, search results, Learn about Author Central, Keith Jones, , Nélia Amado, Hélia Jacinto, Sandra Nobre
This e-book contributes to either mathematical challenge fixing and the communique of arithmetic via scholars, and the function of non-public and residential applied sciences in studying past tuition. It does this by means of reporting on significant effects and implications of the Problem@Web undertaking that investigated children’ mathematical challenge fixing and, specifically, their use of electronic applied sciences in tackling, and speaking the result of their challenge fixing, in environments past tuition. The publication has focuses: Mathematical challenge fixing talents and techniques, kinds of representing and expressing mathematical pondering, technological-based options; and scholars´ and lecturers´ views on arithmetic studying, specially college in comparison to beyond-school mathematics.
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Additional info for Youngsters Solving Mathematical Problems with Technology: The Results and Implications of the Problem@Web Project
New York, NY: Wiley. Prensky, M. (2001). Digital natives, digital immigrants. ). NCB University Press. Prensky, M. (2006). Don’t bother me, Mom, I’m learning! How computer and video games are preparing your kids for 21st century success and how you can help! St. Paul, MN: Paragon House. , & Noorani, S. (2011). Key data on learning and innovation through ICT at school in Europe 2011. Brussels: Education, Audiovisual and Culture Executive Agency, European Commission. pdf. Roberts, D. , & Foehr, U.
Another reason for the differing participation could be that youngsters are ﬁnding new interests and new activities as they grow older. Relevant statistics for Portugal (PORDATA, October 2013) show that over the past decade, the number of Portuguese male youngsters aged 10–14 was slightly higher than the number of Portuguese female youngsters of the same age, with the respective percentages in 2012 being 52 % boys and 48 % girls. Our data about the participants in SUB12 and SUB14 show a slightly different demography: nearly 55 % of the respondents were girls and about 45 % were boys (Fig.
To some extent none of the categories, except the use of text, occurs as exclusive. For example, in many of the solutions showing tables, we can also ﬁnd images or diagrams or symbols. As such, it would be possible for a number of submissions to be included in one or another category. g. Excel or GeoGebra). 1 From the Use of Paper and Pencil to Writing with Word and Excel Participation in the SUB12 and SUB14 competitions was carried out, as we have seen, through written communication. This communication required that participants made a considerable effort to convey all the mathematical reasoning involved in solving the problems that were posed.