Working Groups: Unterschied zwischen den Versionen
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''Mike Pearson'' | ''Mike Pearson'' | ||
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See http://mmp.maths.org for our contributions in the past (NRICH, PLUS, thesaurus, Motivate). I am currently interested in finding ways of overcoming the reluctance that many (most) teachers have in engaging creatively with the internet based learning - i.e. not just in distance learning courses, but also contributing to mathematical network communities. Ease of use issues, standards, building on existing successful communities and so on are of interest. | See http://mmp.maths.org for our contributions in the past (NRICH, PLUS, thesaurus, Motivate). I am currently interested in finding ways of overcoming the reluctance that many (most) teachers have in engaging creatively with the internet based learning - i.e. not just in distance learning courses, but also contributing to mathematical network communities. Ease of use issues, standards, building on existing successful communities and so on are of interest. | ||
Version vom 20. September 2004, 11:02 Uhr
Inhaltsverzeichnis
- 1 Information about EU funding, modalities of submission, deadlines, reports on past experiences
- 2 Comparison of the assembled projects with the rest of the relevant approaches towards internet based teaching in mathematics
- 3 Envisaged aims and target groups, e.g. university students, distance learning, colleges, life-long learning. Plus issues of gender and mobility, media competence and multi-lingualism
- 4 Didactics: current standards and desiderata, new conceptual approaches
- 5 Mathematical software, tools, standards and cooperation with business partners
- 6 Back to EuroMath
Information about EU funding, modalities of submission, deadlines, reports on past experiences
Norbert Kaiblinger
Comparison of the assembled projects with the rest of the relevant approaches towards internet based teaching in mathematics
Hans-Georg Weigand
Envisaged aims and target groups, e.g. university students, distance learning, colleges, life-long learning. Plus issues of gender and mobility, media competence and multi-lingualism
Bernd Thaller
Dave Pratt
"I guess my contribution would be to use my consderable experience of teaching and teaching teachers with respect to secondary mathematics supported by technology to contribute to what the aims of the bid might be (option 3). This work has always involved me in thinking about the relationship between software design and learning and somy contribution could instead be to option 4." "
Alison Clark-Jeavons
"Our contribution to (3) would be based on our development of web-based materials for pupils aged 11-14 (Maths Alive!) and for teachers of this age of pupils (ESTUICT)."
Ma Li
Didactics: current standards and desiderata, new conceptual approaches
Djordje Kadijevic
"with my contribution of different kinds of Java applets"
Mathematical software, tools, standards and cooperation with business partners
Mike Pearson
See http://mmp.maths.org for our contributions in the past (NRICH, PLUS, thesaurus, Motivate). I am currently interested in finding ways of overcoming the reluctance that many (most) teachers have in engaging creatively with the internet based learning - i.e. not just in distance learning courses, but also contributing to mathematical network communities. Ease of use issues, standards, building on existing successful communities and so on are of interest.
Adrian Oldknow
"Our contribution to (5) would also be based on the software choices made for these projects, and experience gained with commercial partners, as well as other ongoing publishing plans."
