Interactions on digital tablets in the context of 3D geometry learning / David Bertolo.

Format:

Book

Author/Creator:

Bertolo, David, author.

Series:

Information systems, web and pervasive computing series ; 2.

THEi Wiley ebooks.

Information systems, web and pervasive computing series. Human-machine interaction set ; 2

THEi Wiley ebooks

Language:

English

Subjects (All):

Geometry--Computer-assisted instruction.

Geometry.

Geometry--Study and teaching.

Tablet computers.

Three-dimensional imaging.

Physical Description:

1 online resource (229 p.)

Edition:

1st ed.

Place of Publication:

Hoboken, New Jersey : ISTE Ltd/John Wiley and Sons Inc, 2016.

System Details:

Access using campus network via VPN at home (THEi Users Only).

Summary:

Over the last few years, multi-touch mobile devices have become increasingly common. However, very few applications in the context of 3D geometry learning can be found in app stores. Manipulating a 3D scene with a 2D device is the main difficulty of such applications. Throughout this book, the author focuses on allowing young students to manipulate, observe and modify 3D scenes using new technologies brought about by digital tablets. Through a user-centered approach, the author proposes a grammar of interactions adapted to young learners, and then evaluates acceptability, ease of use and ease of learning of the interactions proposed. Finally, the author studies in situ the pedagogic benefits of the use of tablets with an app based on the suggested grammar. The results show that students are able to manipulate, observe and modify 3D scenes using an adapted set of interactions. Moreover, in the context of 3D geometry learning, a significant contribution has been observed in two classes when students use such an application. The approach here focuses on interactions with digital tablets to increase learning rather than on technology. First, defining which interactions allow pupils to realize tasks needed in the learning process, then, evaluating the impact of these interactions on the learning process. This is the first time that both interactions and the learning process have been taken into account at the same time.

Contents:

Cover; Title Page; Copyright; Contents; Preface; Introduction; I.1. Observations and motivations; I.2. Contributions; I.3. Book outline; 1: Construction of Spatial Representation and Perspective in Students; 1.1. Spatial representation in children according to Piaget; 1.1.1. From perception to representation; 1.1.1.1. Stage I: "synthetic incapacity"; 1.1.1.2. Stage II: "intellectual realism"; 1.1.1.3. Stage III: "visual realism"; 1.1.2. Projective space; 1.1.2.1. Perspective; 1.1.2.2. Developing relationships between perspectives; 1.1.2.3. Nets (folds and surface development)

1.1.3. Euclidean space1.1.4. Summary; 1.2. The representation of geometric objects: the status of drawings; 1.2.1. Status of drawings in mathematics: drawings versus figures; 1.2.2. Use of geometrical representations; 1.2.2.1. The three geometrical paradigms of Houdemont and Kuzniak; 1.2.2.1.1. Natural geometry (GI); 1.2.2.1.2. Natural axiomatic geometry (GII); 1.2.2.1.3. Axiomatic geometry (GIII); 1.2.2.1.4. Explanation of the different paradigms; 1.2.2.2. Duval's cognitive point of view; 1.2.2.2.1. Iconic visualization; 1.2.2.2.2. Non-iconic visualization; 1.2.2.2.3. Dimensional hiatus

1.2.3. The three main functions of drawings in geometry1.3. From the physical shape to its planar representation; 1.3.1. The institutional perspective; 1.3.1.1. Primary; 1.3.1.2. Secondary; 1.3.1.3. Summary of secondary curriculums; 1.3.2. Teaching 3D geometry; 1.3.3. Different representations of 3D objects; 1.3.3.1. Models; 1.3.3.2. Planar representations of 3D objects; 1.3.3.2.1. Central perspective; 1.3.3.2.2. Cavalier projections; 1.3.4. The conflict between the SEEN and the KNOWN in children; 1.4. Benefits of new technologies and dynamic 3D geometry

1.4.1. Advantages of 3D geometry programs1.4.2. Limits of 3D geometry programs and consequences; 1.4.2.1. Construction of a cube with Geospace; 1.4.2.2. Construction of a cube with Cabri-3D; 1.4.3. Partial conclusions and initial hypotheses; 2: Mobile Devices and 3D Interactions; 2.1. Why mobile devices?; 2.1.1. A long-standing tradition in mathematics; 2.1.2. Interest from the educational community; 2.1.3. A field reality; 2.2. Mobile devices; 2.2.1. Different types of mobile devices; 2.2.1.1. Mobile phones/smartphones; 2.2.1.2. Portable video game consoles; 2.2.1.3. Ultra mobile

2.2.1.4. Tablets2.2.2. Entry systems of mobile terminals; 2.2.2.1. Keyboard / Buttons; 2.2.2.2. Joysticks; 2.2.2.3. Touchscreens; 2.2.2.3.1. A bit of history; 2.2.2.3.2. Capacitive; 2.2.2.3.3. Resistive; 2.2.2.3.4. Infrared; 2.2.2.3.5. Surface waves; 2.2.2.3.6. FTIR (frustrated total internal reflection); 2.2.2.4. Sensors; 2.2.2.5. Camera; 2.2.2.6. Microphone; 2.2.2.7. Our choice; 2.3. Interactions on mobile devices and physiology; 2.3.1. Specificities of mobile devices; 2.3.2. Limitations due to physiologic characteristics; 2.3.2.1. Imprecision of fingers

2.3.2.2. Characteristics of the hand

Notes:

Description based upon print version of record.

Description based on print version record.

ISBN:

9781119329961

1119329965

9781119329978

1119329973

9781119330288

1119330289

OCLC:

956671578