Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

Details Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

2012-02-22

arxiv.org/abs/1202.4833v1

EPTCS 79, 2012, pp. 111-123

Computer Science

Computational Geometry

In Proceedings THedu'11, arXiv:1202.4535

Scientific paper

10.4204/EPTCS.79.7

The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.

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