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![Page 1: Desarrollo de recubrimientos curriculares y gestión de itinerarios adaptados al aprendizaje instrumentado con el geogebraTUTOR Philippe R. Richard Université.](https://reader035.fdocuments.in/reader035/viewer/2022062713/56649cd95503460f949a20e2/html5/thumbnails/1.jpg)
Desarrollo de recubrimientos curriculares y gestión de itinerarios adaptados al
aprendizaje instrumentado con el
geogebraTUTOR
Philippe R. Richard
Université de Montréal • Canadá
Josep M. Fortuny
Universitat Autònoma de Barcelona • España
Pedro Cobo
IES Font i Quer • España
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What geogebraTUTOR does?
Interface and system
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Interface of the student
Tutor agent helps student to solve the problemTutor agent helps student to solve the problem
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Interface of the teacher
Problems’ filesProblems’ files Strategies’ filesStrategies’ files Messages’ filesMessages’ files
Setting up local and global solving processSetting up local and global solving process
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What geogebraTUTOR hides?
Spaces, tags, trees and forests
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Basic space of the problem
Contains all cognitive and heuristic statesContains all cognitive and heuristic states
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Discursive messages
Messages are based on a set of possible inferencesMessages are based on a set of possible inferences
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Tags and «ID card»
The system retains tags from the solving processThe system retains tags from the solving process
Characterization of each problem uses a set of tagsCharacterization of each problem uses a set of tags
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Trees and forests
Each sub-problem is a cognitive messageEach sub-problem is a cognitive message
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Trees and forests
(...)
Set of root problems– itinerary of learningSet of root problems– itinerary of learning1
System generates trees using tags of «ID cards»System generates trees using tags of «ID cards»
2
Restructuring trees using retained tags in solvingRestructuring trees using retained tags in solving3
Forests fit to the learning process of each studentForests fit to the learning process of each student 4
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Theory and research
Foundations of geogebraTUTOR
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Context
New curriculum paradigm in mathematics learning (from objectives to competencies).
Importance of social debate in the building of mathematical knowledge.
Pedagogical agents with an artificial tutorial system can convey argumentative strategies to improve mathematical competencies and knowledge.
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Hyperspace of four reference axis
Theoretical background
EpistemologicalDialectical of proofs and refutations (Lakatos, 1984)
SemioticRegisters, models of representation (Duval, 1995; Richard, 2004)
SituationalTheory of didactical situations (Brousseau, 1998)
InstrumentalCognitive approach of the contemporary instruments (Rabardel, 1995)
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Future of geogebraTUTOR in research
Four objectives in research projects (due very soon)
Instructional modelTo analyze the didactic effectiveness of the tutorial system
Interpretation
and theorization
To interpret and theorize on the representational, epistemological, didactic and instrumental characteristics of the system «student-milieu»
Evaluation
and controlTo evaluate the constancy of the system «student-milieu» in interaction
Implication in
vocational trainingTo test the empathy in problem solving and the effects of tutoring actions
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Any questions?
To have inside information outside
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To know more about evolution
Richard & Fortuny (2007). Amélioration des compétences argumentatives à l’aide d’un système tutoriel en classe de mathématique au secondaire. Annales de didactique et de sciences cognitives, 12, 83-116. Strasbourg: Université Louis Pasteur.
Cobo, Fortuny, Puertas & Richard (2007). AgentGeom: a multiagent system for pedagogical support in a geometric proof problem. International Journal of Computers for Mathematical Learning, 12, 57-79. Springer Science+Business Media.
Proceedings of World Conference E-Learn 2004, 2005, 2007, ED-Media 2005, 2006 and SITE 2007.