標(biāo)題: Titlebook: Learning Through Teaching Mathematics; Development of Teach Roza Leikin,Rina Zazkis Book 2010 Springer Science+Business Media B.V. 2010 Alg [打印本頁(yè)] 作者: Orthosis 時(shí)間: 2025-3-21 16:56
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作者: 挖掘 時(shí)間: 2025-3-21 23:34 作者: 混合,攙雜 時(shí)間: 2025-3-22 01:35 作者: Harness 時(shí)間: 2025-3-22 06:26 作者: Comprise 時(shí)間: 2025-3-22 08:55 作者: ESPY 時(shí)間: 2025-3-22 14:33
Ron Tzural theater or location-based entertainment contexts). . is a realized game enjoyed by players with varying degrees of performance experience, and won the Innovative Game Design track of the 2016 ACM Conference on Human Factors in Computing Systems (CHI) Student Game Competition.作者: 傳染 時(shí)間: 2025-3-22 18:31
Roza Leikinduce a design and prototype of a tutorial game which will train users in the authoring of content for the Ensemble social physics engine. The game’s design is a response to the challenges revealed in our analysis and will be one of open-ended freedom of play, leveraging the playful experimentation o作者: 譏諷 時(shí)間: 2025-3-22 23:06
duce a design and prototype of a tutorial game which will train users in the authoring of content for the Ensemble social physics engine. The game’s design is a response to the challenges revealed in our analysis and will be one of open-ended freedom of play, leveraging the playful experimentation o作者: 赦免 時(shí)間: 2025-3-23 03:48
Rina Zazkisannotation modules (such as speech acts and sentiment), topic discovery, communication network analysis, character personality profiles, and automated text and visualization generators. This emerging application prototype is developed and internally deployed in collaboration with analysts and resear作者: Notify 時(shí)間: 2025-3-23 08:23
Marcelo C. Borba,Rúbia B.A. Zulattock. The data collected so far suggest that children are 27% more excited when using the game application compared with the story driven one. Moreover, we find that children’s excitement peaks when encountering selected artefacts presented in the museum exhibit. Finally, children’s learning nearly do作者: 館長(zhǎng) 時(shí)間: 2025-3-23 11:13 作者: 去世 時(shí)間: 2025-3-23 15:38
Nicholas Jackiw,Nathalie Sinclairck. The data collected so far suggest that children are 27% more excited when using the game application compared with the story driven one. Moreover, we find that children’s excitement peaks when encountering selected artefacts presented in the museum exhibit. Finally, children’s learning nearly do作者: 不斷的變動(dòng) 時(shí)間: 2025-3-23 21:58
Robin Marcus,Daniel Chazan—a cornerstone of narrative drive in other storytelling forms that is unexploited in interactive storytelling. The study that formed the basis of this paper was driven by the question of how writers can develop practice within the current constraints of the form and informed the development of my ow作者: 展覽 時(shí)間: 2025-3-24 01:54 作者: intertwine 時(shí)間: 2025-3-24 03:49 作者: 間接 時(shí)間: 2025-3-24 09:05
Peter Liljedahlities of large scale projects that incorporate emergent technology, contested histories, and a wide range of stakeholders and participants. Lessons learned are shared in the form of a set of guidelines to help shape design and development of interactive narrative projects in educational, museum, and作者: Control-Group 時(shí)間: 2025-3-24 13:55 作者: Bmd955 時(shí)間: 2025-3-24 16:12
Helen M. Doerr,Stephen Lermand, but at a relatively low rate. Interestingly, the children most frequently asked “why” questions. Gaze switching happened more quickly when the story characters began to speak than for narrator turns. These results have implications for future agent-based storytelling system research.作者: Basal-Ganglia 時(shí)間: 2025-3-24 20:20 作者: 繁榮地區(qū) 時(shí)間: 2025-3-25 03:11 作者: 永久 時(shí)間: 2025-3-25 07:11
Dialogical Education and Learning Mathematics Online from Teachersext of the online course. We then show how the problem-solving dynamic we set up for the course led one of the teacher/students to pose a problem that initially none of the participants knew how to solve – a situation that lead to mathematics learning on the part of everyone, including the teachers 作者: 豐滿有漂亮 時(shí)間: 2025-3-25 09:04
Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations Abraditional methods of teaching algebra in secondary school. The episodes motivated the first group to analyze their own tensions and dilemmas that the newly learned practices introduced. The major attempts of participants of the second group were to “fix” what they perceived to be the reality in way作者: placebo-effect 時(shí)間: 2025-3-25 14:05 作者: Amplify 時(shí)間: 2025-3-25 19:18 作者: Free-Radical 時(shí)間: 2025-3-25 22:26 作者: VOK 時(shí)間: 2025-3-26 01:40
Teachers’ Opportunities to Learn Mathematics Through Teachingng in a variety of instructional situations and identify the types of learning that have occurred. We further identify the sources of LTT, the types of knowledge acquired through teaching, and consider factors that support teachers’ learning.作者: fledged 時(shí)間: 2025-3-26 04:57
On Rapid Professional Growth: Cases of Learning Through Teachingthe teachers’ classroom experiences than to their inservice education experiences. In this chapter, I first introduce these cases and then use them to argue for a change in perspective when thinking about, and working in, the professional development setting.作者: 泥瓦匠 時(shí)間: 2025-3-26 10:14
1573-5990 mathematical examples that teachers learned when they taughtThe idea of teachers Learning through Teaching (LTT) – when presented to a na?ve bystander – appears as an oxymoron. Are we not supposed to learn before we teach? After all, under the usual circumstances, learning is the task for those who 作者: 連系 時(shí)間: 2025-3-26 16:42 作者: 削減 時(shí)間: 2025-3-26 19:13 作者: daredevil 時(shí)間: 2025-3-26 22:15 作者: ENNUI 時(shí)間: 2025-3-27 01:33 作者: 入伍儀式 時(shí)間: 2025-3-27 06:53
What Have I Learned: Mathematical Insights and Pedagogical Implicationstion of a parabola. In the second story, I share my learning of mathematics related to Affine transformations triggered by students’ errors that lead to correct results. In the third story, I explore several examples of numerical variation, presenting it as a powerful pedagogical tool.作者: Resistance 時(shí)間: 2025-3-27 11:11 作者: Indigence 時(shí)間: 2025-3-27 13:52 作者: 職業(yè)拳擊手 時(shí)間: 2025-3-27 19:05 作者: 很像弓] 時(shí)間: 2025-3-27 22:10
es, define variations, and understand prototypical [structural] components. However, narrative structures are just one piece of the puzzle, their interpretation is what gives room to the stories seen in transmedia storytelling. In principle, a structure can be interpreted and developed with a myriad作者: 使腐爛 時(shí)間: 2025-3-28 04:53 作者: 貝雷帽 時(shí)間: 2025-3-28 06:53 作者: glomeruli 時(shí)間: 2025-3-28 11:48
John Masony. But the gulf between our current moment and that future is vast. How do we begin?to bridge that divide now, both for learning more specifics of these potentials and to create experiences today that can have some of their impact on audiences? We present ., a combination of theatrical performance p作者: 爭(zhēng)吵 時(shí)間: 2025-3-28 17:24
Ron Tzury. But the gulf between our current moment and that future is vast. How do we begin?to bridge that divide now, both for learning more specifics of these potentials and to create experiences today that can have some of their impact on audiences? We present ., a combination of theatrical performance p作者: 使成波狀 時(shí)間: 2025-3-28 22:18 作者: 橡子 時(shí)間: 2025-3-29 00:30 作者: 不出名 時(shí)間: 2025-3-29 06:22
Rina Zazkisa conduct monitoring. While there have been significant advances in algorithms and frameworks for media processing, this task requires an ensemble of tools and algorithms that are not well-understood by human analysts, thereby reducing their trustworthiness. In this paper, we present a novel perspec作者: 制定法律 時(shí)間: 2025-3-29 10:39 作者: 千篇一律 時(shí)間: 2025-3-29 12:54 作者: callous 時(shí)間: 2025-3-29 17:55 作者: 內(nèi)行 時(shí)間: 2025-3-29 23:05
Robin Marcus,Daniel Chazans approach faces challenges in negotiating the delivery of narrative affect and player agency within current technological and Artificial Intelligence (AI) realities. By approaching the field through creative writing practice, this paper argues that casting players as .—rather than .—., has proved a作者: Alcove 時(shí)間: 2025-3-30 03:54 作者: 蠟燭 時(shí)間: 2025-3-30 05:02
Michal Yerushalmy,Shulamit Elikanas not been found in literature. While gaming and storytelling are considered to be common approaches to engage audiences with a museum’s collections, a formal comparison of the two has not been found in literature. In this paper, we present the design and comparative study of two distinct intervent作者: antenna 時(shí)間: 2025-3-30 09:23 作者: Canyon 時(shí)間: 2025-3-30 16:19 作者: 宮殿般 時(shí)間: 2025-3-30 18:32 作者: bibliophile 時(shí)間: 2025-3-31 00:20
Dave Hewittestigates the impact of two design choices on children’s engagement and willingness to interact with the system: story distribution and the use of complex gesture. A storyteller condition compares stories told in a third person, narrator voice with those distributed between a narrator and first-pers
