ALIEN CRUISLET DIDIREM new version

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Authors show tooltip help

Artigue, Cazes, Le Feuvre, Lagrange, Meyrier, Vandebrouck

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Language show tooltip help

English

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France

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Description show tooltip help

The global plan is to use Cruislet in the frame of a multidisciplinary work, such as TPE in France (TPE is a multidisciplinary project work that students prepare in small groups during the first half of the academic year in grade 11)

The PP which is described here corresponds to a presentation of Cruislet and its potential use for representing 3D displacements.

Three sessions are devoted to a classroom work directed by the teacher. Students learn how to use Cruislet and solve problems proposed by the teacher.

 

Rationale show tooltip helpexplode

The PP addresses also the increasing attention paid in French curriculum to pluridisciplinary activities, connection between taught mathematics and real life issues or technological advances.

It is also an opportunity to show the support that mathematics brings to other subjects like geography and physics. It gives students another view of mathematics

Theoretical framework show tooltip help

Theory of didactical situations : tasks are designed with an adidactical potential, that is to say feedbacks must exist such that students can self regulate their own activity on the tasks.

Theory of anthropological approach to manage distance beetween designed tasks on Cruislet and traditionnal curiculum.

Intrumental genesis to manage tasks with take into account both the familiarization on Cruislet and the beginning of a mathematical work.

Sensibility to registers of semiotic representations of mathematical notions (especially vectors) and tasks of conversions between registers (Duval's works).

Epistemological knowledge about 3D vectors, 3D displacements, cartesian and spherical coordinates

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School level show tooltip help

11th grade, scientific stream

Age range show tooltip help

16, 17

Population description show tooltip help

 Average, scientific stream

Student prerequisites show tooltip help

vectors (adding, multiplying)

trigonometry rules

Basic knowledge about 3D coordinates

 

Teacher prerequisites show tooltip help

The teacher should be ready for an interdisciplinary project work, not necessarily linked to knowledge identified in the curiculum.

 

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Physical context show tooltip help

Computer laboratory and videoprojector.

No internet connexion.

 

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Senior high school, grade 11, scientific stream

 

Socio-cultural context show tooltip help

Nothing special

 

Goals show tooltip helpexplode

Curricular goals show tooltip help

3D geometrical vision of displacements using vectors
programming
local approch of points
spherical coordinates

trigonometrical reinvestment

providing students with the opportunity of developping a multidisciplinary approach of questions which are not just school questions

Developing the abilities necessary for an effective search, selection and critical analysis of documentary resources

 

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 helping students to mobilise their academic knowledge in such a context,

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widening students ' intellectual curiosity,

 

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Establishing more open relations between teachers and students.

developing students' autonomy,

helping them to acquire methods and the competencies required for working in groups,

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 The goal is to promote Cruislet as a tool for autonomous exploration of questions giving sense to notions like deplacments, vectore, coordinates 

Specifications show tooltip helpexplode

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Séance 1 : carte de grèce [Resource for students]
Seance 2 : trajet athene-sparte [Resource for students]
Seance 3 : programmation logo [Resource for students]

Work plan show tooltip helpexplode

Presentation of Cruislet

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Description show tooltip help

 The aim of this first session is to introduce students to Cruislet, first through the dynamic exploration of Greece it offers and then through the direct manipulation of avatars. 

The exploration of Greece is linked to history and geography teaching, and achieved through the localization of places of interest from an historical or geographical point of view.

Avatars and the different ways they can be directly manipulated (giving a destination or a vector for deplacement) are then introduced, together with the use of the camera.

This first session is collective. 

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Séance 1_carte grèce [Resource for students]
Séance 1_latitude_longitude [Resource for students]
Séance 1 Cruislet Remath [Resource for students]

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preparing and visualizing trips

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Description show tooltip help

 In this second session, students are asked to prepare and visualize a trip from Athens to Sparte, trying to find the shortest trajectory.

Students have to avoid Parnonas peak, and thus to consider different possibilities and compare these.

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Séance 2 Cruislet [Resource for students]
Séance 2 Trajet Athène Sparte [Resource for students]

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programming trips and loops

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Description show tooltip help

 Students are introduced to the Logo commands allowing to program a trip (SETPOS and SETDIR) and then asked to program a triangular trip above Athens at a given altitude.

Students are then presented with a program including a loop. They have to execute and interpret it, then adapt it in order to have the avatar fly according to other geometrical figures (triangle in a vertical plane, regular hexagon, circle).

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Séance 3 Cruislet [Resource for students]

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