Improving geometry by using dialogic hypermedia tools: A case study

Joaquim Giménez, Núria Rosich Sala

Abstract


In this paper we present the results of using an interactive geometrical environment, regarding the acquisition of certain mathematical skills by deaf students (12-16 years old). Communication and variability skills are analyzed when the class is organized using computer distance support. We present the main trends of the experiences and formative regulation assessment perspective.

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