Using E-Exercise Bases in Mathematics: Case Studies at University

Abstract

En open access sur http://www.springerlink.com/content/k2k616x254q34236/?p=fa97ce28e2884c20834f83d7d8f92a2e&pi=1International audienceE-Exercise Bases (EEB) are now used in the teaching of mathematics, especially at university. We discuss here the consequences of their use on the students' activity during computer lab sessions. Results stem from observations of several teaching designs organised in different French universities with three e-exercise bases. The analysis focuses on new tasks and on specific solving strategies, which appear using these resources. Moreover, specific didactic contract clauses are studied

Investigating the secondary–tertiary transition

“…Another direction of didactical action suggested by these works is linked with the use of different representations, as in Sierpinska's work (2000), with the use of a dynamic geometry environment to teach linear algebra. Working with technological devices such as dynamic geometry environments, but also computer algebra systems (Winsløw 2003) or even interactive online exercises (Bookman and Malone 2003;Cazes et al 2007) can be helpful in fostering flexibility.…”

Feedback by automatic assessment systems used in mathematics homework in the engineering field

“…Nevertheless, some studies have warned about some limitations of the feedback provided in similar systems. For example, Cazes and his colleagues performed a qualitative analysis and demonstrated that many times the feedbacks provided by these systems are mathematically unfit for the work done by the students or fit for the purpose but misinterpreted by the students or fit but insufficient. It is such that the system instead shows what students do not know more clearly than generating certainty in them and, therefore, the teacher's role as a mediator with this type of technology is essential .…”

Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

“…Cazes, Gueudet, Hersant & Vandebrouck (2006) studied the use of these resources, and in particular the changes they suppose in the didactic contract. They thus elaborated on the new responsibilities that appear for the students, and the possible conflicts that can emerge, and raised new questions about the use of online tutorials at university level, and about the processes of institutionalisation and reorganisation of knowledge when using these environments.…”

“…The connections of TDS with studies focusing on the distinction between 'knowledge to learn' and 'knowledge to teach', present in ATD, have also been discussed recently (Hersant & Perrin-Glorian, 2005, p.145 The use of technologies has also been tackled using TDS, especially the construction of Situations in which the technology is a part of the milieu (e.g., Maschietto, 2008;Gueudet, Buteau, Mesa, & Misfeldt, 2014), but also the changes the use of technologies or other resources produces in the didactic contract (e.g. Cazes et al, 2006). Other recent uses of TDS to analyse the use of technology, in this case studying the synergy between TDS and the Theory of Semiotic Mediation, have been shown in Maracci, Cazes, Vandebrouck & Mariotti (2013).…”