In mathematics education, technology offers many opportunities to enrich curricular contents. Plane symmetries is a topic often skipped by primary teachers. However, it is important and may be worked in attractive ways in dynamic geometry software environments. In any regular classroom there are students with different levels of mathematical attainment, some needing easy tasks while others, particularly mathematically-gifted students, need challenging problems. We present a teaching unit for plane symmetries, adequate for upper primary school grades, implemented in a fully interactive electronic book, with most activities solved in GeoGebra apps. The book allows student to choose which itinerary to follow and attention is paid to different levels of students’ mathematical attainment. The research objective of the paper is to make a networked analysis of the structure and contents of the teaching unit based on the Van Hiele levels of mathematical reasoning and the levels of cognitive demand in mathematical problem solving. The analysis shows the interest of networking both theories, the suitability of the teaching unit, as the Van Hiele levels and the cognitive demand of the activities increases, and its usefulness to fit the needs of each student, from low attainers to mathematically-gifted students.
In this article, we intend to analyze the software of evaluation of wind replacements WAsP in its version 11, comparing its results of calculation with those provided by other older versions and with the production of a real wind farm. The difference between versions 9 and 11.5 is almost nonexistent (-0.68%) because they use the same algorithm. But between these versions and 5 is 2.44% for version 9 and 1.76% for version 11.5. However, there is a lack of uniformity in the errors about 28% with respect to the real production.
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