Adaptive Strategies in the Web GeometryLaboratory

Vanda Santos2 Pedro Quaresma1

1CISUC/Mathematics DepartmentUniversity of Coimbra, Portugal

2CISUCUniversity of Coimbra, Portugal

Conference on Computer Algebra and Dynamic GeometrySystems in Mathematics Education

7-10 September, 2016 Targu Mures, Romania

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

An integrated DGS (GeoGebra Javascrip applet);

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

A user’s management module for: administrator(s), teachers and students, allowingthe definition of classes and groups;

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

A repository of geometric problems: each user has his/her own list of constructions;

A permissions system allowing the sharing (or not) of each construction between usersand groups;

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

An collaborative module, where a given geometric task can be worked collaborativelyby a group of users (exchanging textual (chat) and geometrical information);

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

An adaptive module, allowing the capture of all the information regarding the studentsinteractions with the system. This information can them be viewed and analysed byteachers;

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

A forum to allow the exchange of messages between users about different subjectsregarding the WGL.

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The Web Geometry Laboratory

The Web Geometry Laboratory (WGL) is a blended-learning Web-environment forgeometry. The main features of the Web Geometry Laboratory (v1.4) are:

An integrated DGS (GeoGebra Javascrip applet);

A user’s management module for: administrator(s), teachers and students, allowingthe definition of classes and groups;

A repository of geometric problems: each user has his/her own list of constructions;

A permissions system allowing the sharing (or not) of each construction between usersand groups;

An collaborative module, where a given geometric task can be worked collaborativelyby a group of users (exchanging textual (chat) and geometrical information);

An adaptive module, allowing the capture of all the information regarding the studentsinteractions with the system. This information can them be viewed and analysed byteachers;

A forum to allow the exchange of messages between users about different subjectsregarding the WGL.

The Web Geometry Laboratory is an open-source project(http://webgeometrylab.sourceforge.net/)

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The Web Geometry LaboratoryServer at: hilbert.mat.uc.pt/WebGeometryLab

Translation to Portuguese and Serbian (. . . seeking volunteers forother languages)

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Adaptive Strategies in WGL— Students

To be able to build individual students profiles and/or individuallearning paths, the system collects geometric information aboutthe students’ interactions when in the regular, stand-alone, mode.

. . . Big brother is watching you.

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Adaptive Strategies in WGL— Students

To be able to build individual students profiles and/or individuallearning paths, the system collects geometric information aboutthe students’ interactions when in the regular, stand-alone, mode.

. . . Big brother is watching you.

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Adaptive Strategies in WGL— TeachersThe teacher is able to see the work done, from the first step to thelast step: step by step, in motion, normal or faster speed, to pauseand to resume.

Analysing the steps done by the student to solve the task, theteacher can assert the student’s van Hiele levels of geometricknowledge.

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Current Work

Case studies in Portugal and Serbia

The development work currently being done regards theconstruction of a learning path editor

This editor will allow the teacher to build learning pathsdifferentiated by students’ profiles

Each learning paths will be a (non-)linear sequence of tasks to besolved by each student

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Future Work

The WGL platform will include in future stages of development a

geometric automated theorem prover to be used in the automatic,

or semi-automatic construction of the students profiles, and in the

learning process

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Thank You

CADGME 2018 — Coimbra, Portugalhttp://www.uc.pt/en/congressos/cadgme2018

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