Teaching Mathematics and Computer Science (DE-journals)

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https://hdl.handle.net/2437/378488
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Böngészés

Teaching Mathematics and Computer Science (DE-journals) Tárgyszó szerinti böngészés "active learning"

Megjelenítve 1 - 2 (Összesen 2)
  • Nincs kép
    TételSzabadon hozzáférhető
    Freudenthal fantasy on the bus, an American adaptation
    (2020-11-04) Kerekes, Judit; Jakab, Tünde
    In the 1960’s two mathematicians, Hans Freudenthal in the Netherlands and Tamás Varga in Hungary, had argued that people learn mathematics by being actively involved and investigating realistic mathematical problems. Their method lives on in today’s teaching and learning through the various components of cooperative and active learning, by taking ownership in learning, and learning through student dialogue. The goal is to create a welcoming classroom atmosphere in which play takes the front seat. One such scenario is visiting various (animal) stations at the zoo by bus (illustrated by pictures). Passengers are getting on and off the bus at each station (illustrated by arrows), which is modeled on the open number line. This adapted and modified action research was carried out with 5-yearl-old children in public schools of Staten Island, NY in 2019. Subject Classification: 97D40, 97F20, 97F30
  • Nincs kép
    TételSzabadon hozzáférhető
    Mechanisms for teaching introductory programming using active learning
    (2004-12-01) Wirth, Michael
    One of the requirements of teaching introductory programming to students whose branch of learning is engineering or science is bridging the gap between in-class lectures and real-world applications. Traditional passive approaches to lecturing often focus on the syntax of a language with little or no discussion of the process involved in using the language to design algorithms to solve real-world problems. One way of overcoming the limitations of traditional lecturing is by tailoring lectures towards becoming more student-oriented, a pedagogical methodology known as active learning. This paper explores mechanisms for implementing active learning in introductory programming courses in computer science.