Working Groups: Unterschied zwischen den Versionen
Anna (Diskussion | Beiträge) |
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==== Information about EU funding, modalities of submission, deadlines, reports on past experiences ==== | ==== 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 ==== | ==== Comparison of the assembled projects with the rest of the relevant approaches towards internet based teaching in mathematics ==== | ||
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Dave Pratt | 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 | + | "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 ==== | ==== Didactics: current standards and desiderata, new conceptual approaches ==== | ||
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Djordje Kadijevic | Djordje Kadijevic | ||
Version vom 18. September 2004, 17:07 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
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
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."
