This article is related to designing online modules for learning and teaching, specifically for differential equations. These modules are designed in such a way that mathematical content is segmented into manageable chunks. Jacobs suggests that the advantage of breaking the content into smaller segments enable students to refer to, review, or jump forwards and backwards. According to Jacobs, the number of people embracing, studying, or appreciating mathematical knowledge declines each year. As a result, the author thinks that mathematical content should be presented in ways that maximize learning, enjoyment, and satisfaction.
Very similar to the previous article, this author seems to be in favor of constructivist student-centered approaches to teaching and learning mathematics. Similar to other researchers, Jacobs also provides a definition for constructivist perspective using three principles: 1) individual learners form their own understanding and representation of knowledge, 2) learning occurs when a learner experiences a dissonance, and 3) learning occurs within a social context. With this definition in mind, the author suggests that interactive online visual tools provide a platform for assimilating and accommodating existing/new mathematical concepts.
Jacobs points out that online learning tools, such as online instruction, applets, and graphical user interfaces, have the capacity to provide self-explanatory learning material. In these tools, there is a tendency to minimize textual details and replace these with colorful graphics. A reason for this seems to be that in constructivist learning environments, there is a tendency to provide tools that would increase active engagement. High quality interfaces with visual appeal (sliders, color, etc.) are deemed to maintain attention of the learners.
Very similar to the previous article, this author seems to be in favor of constructivist student-centered approaches to teaching and learning mathematics. Similar to other researchers, Jacobs also provides a definition for constructivist perspective using three principles: 1) individual learners form their own understanding and representation of knowledge, 2) learning occurs when a learner experiences a dissonance, and 3) learning occurs within a social context. With this definition in mind, the author suggests that interactive online visual tools provide a platform for assimilating and accommodating existing/new mathematical concepts.
Jacobs points out that online learning tools, such as online instruction, applets, and graphical user interfaces, have the capacity to provide self-explanatory learning material. In these tools, there is a tendency to minimize textual details and replace these with colorful graphics. A reason for this seems to be that in constructivist learning environments, there is a tendency to provide tools that would increase active engagement. High quality interfaces with visual appeal (sliders, color, etc.) are deemed to maintain attention of the learners.
Jacobs, K. L. (2005). Investigation of interactive online visual tools for the learning of mathematics. International Journal of Mathematical Education in Science and Technology, 36(7), 761-768.
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