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• W2100090683 abstract "We unveiled our plans to revolutionize the students’ spatial conception development through the challenge and support of a cooperative learning of practice, the development of the profession as a whole and through sharing innovation and expertise. This encompasses cognitive consultancy, curriculum integration, solutions architecture, management of cooperative learning, embedding the solution and delivering through efficient technology involvement. This unique difference means we can advise on the implementation of those technologies within a live environment. In Taiwan, we are experimenting with a high level of technology integration to suit the students' learning requirements in the solid geometry curriculum. Married to this idea is the use of the iPad. The implementation of a new teaching model using the iPad has been very successful. The devices have been well received by students and by teachers and are increasingly well-used in the solid geometry curriculum as their attributes and limitations are learned. Both pedagogical changes and new ways of learning engender by access to information and learning tools, progress in the implementation of the scheme has been outstanding. By having teachers become more aware of their students' cognitive skills, attitudes, and misconceptions, teaching practices and student achievement can be enhanced. 1. INTRODUCTION Solid geometry is an importaynt part of the mathematics curriculum, and being the foundation for study in such fields as graphics, geology, science, engineering, architecture, computer and astronomy (Banchoff, 1990; Senechal, 1990). However, students are not demonstrating strong conceptual knowledge in reasoning about geometric ideas Carroll (1998). Carroll (1998) found that students are capable of developing continued growth and power of reasoning. The visualization of geometry improves students' perception of spatial relationships. Unfortunately, many students develop misconceptions, and others fail to derive from geometric figures. Learners who have engaged with Geometry are likely to have an example space based on their previous encounters with geometry (Mason, 2003). In applying the view of Piaget (1959) to how students learn within a dynamic geometry software environment, the students would construct their mathematical knowledge through interaction with the software, building their ideas through interaction and reflection on the results of their actions, a process facilitated by the feedback provided by the computer. This places implications on the learning environment itself. The layout of most school computer rooms positions the PC around the perimeter of the room or in blocks facing each other. It is not unusual for students learning in such a space to be completely silent. The teacher is paramount in creating an atmosphere that allows the students to interact in an environment that promoted collaborative inquiry about concepts using appropriate tools. Recently, we have relied upon the mobile learning as a way to infuse the technology of the computer and software to the learning objectives found in the various content areas of our curriculum. Staying up to date on new technology, teacher can incorporate geometry software on class to present students the geometry graphics dynamically. When students are poorly prepared in critical order thinking skills and independent inquiry skills, the development can be supported by effective use of mobile technologies. A considerable body of literature confirms there has been a significant and very positive impact on learning which be reflected in the achievement and attainment (Hwang, Chu, Lin, & Tsai, 2011; Hwang, Wu, & Ke, 2011). Like the iPod and iPhone, the iPad is a platform intended to support online content including books, magazines, games, music, and video, plus Web access. Because of the bigger display, it is potentially a better platform for mobile learning than the iPhone or the iPod Touch. With the iPad, teachers can offer a flexible, complete, and cost efficient alternative to the traditional classrooms. Great iPad when teachers need to quickly explain something that requires a sketch or drawing and it’s easy to share to cloud storage. The iPad and the Cabri3D software can combine to provide an advantageous alternative to traditional solid geometry teaching. Certainly merging into an iPad environment from a traditional classroom can be challenging. We should explore the instructional implications of a move towards this new option at the Taiwan high school. Besides, we will address a gap in the literature by examining the impact on learning and teaching in an innovative school that already has a strong commitment to ICT. In particular, it will focus on changes in teaching and learning styles, impact on standards and on student’s attitudes to learning with the iPad. Melhuish and Falloon (2010) lead us to a consideration of how mobile technologies are redefining what constitutes a" @default.
• W2100090683 created "2016-06-24" @default.
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• W2100090683 date "2013-04-01" @default.
• W2100090683 modified "2023-09-24" @default.
• W2100090683 title "IPAD INFUSE CREATIVITY IN SOLID GEOMETRY TEACHING" @default.
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