About this paper

Appears in:
Pages: 6183-6188
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

MEANINGFUL LEARNING AND NEW TECHNOLOGIES: E-LEARNING AND MATHEMATICAL SURFACES

N. Palladino1, C. Cirillo2, N. Pastena2

1University of Palermo (ITALY)
2university of Salerno (ITALY)
E-learning is undoubtedly a unique and exciting opportunity for interaction between the traditional teaching-methodological framework and the new technologies; fundamental characteristic of its essence is the ability to “deconstruction” of knowledge and the absence of any absolute reference, both in terms of “time to learn”, both for the physical presence of the teacher. It gives the opportunity for each student to build their own personal path of interpretation and ease the reticulated structure of knowledge.

The learning process assumes, in this way, a fundamental creative-ideational dimension.
Multimedia and interactivity have, in fact, reason to exist and meaning in the cortical structure and in the reticular human thought.
The media ducation (and e-learning in particular) lies then in a scenario in which human relationships and communication at all levels are no arbitrary situations, assigned to the case or necessarily sought, but constructed and deconstructed by the technology and who governs them.
Based on these theoretical assumptions in this paper we present the idea of implementing a course (in 3D) on geometric surfaces structured as a path in a virtual context, in a landscape composed of surfaces, illustrative panels, formulas, descriptions, which includes the commonly studied in schools solids and the lesser-known regular star polyhedra.

From their personal observation on surfaces constructed in a three-dimensional virtual environment students go back to the classical concepts of solid geometry and plane geometry. The learner is almost free to choose his own path, based on the various alternatives that will have. he may ask some questions and try to find the answer. he can choose to reflect more or less on some object. The approach can be informal but also more formal: he may for example choose to start from the panels in which is described the equation or by the observation of the surfaces.

References:
[1] Ausubel, D.P. (2000), The acquisition and retention of knowledge: a cognitive view, Kluwer Academic Publishers.
[2] N. Pastena, Giochi di parole per giochi di pensiero nel labirinto dell'integrazione, De Nicola ed, Napoli 2011.
[3] N. Palladino, E-learning: superfici matematiche in 3D, tesi di dottorato in “Matematica Applicata ed Informatica”, Università degli Studi di Napoli “Federico II”, 2004.
@InProceedings{PALLADINO2014MEA,
author = {Palladino, N. and Cirillo, C. and Pastena, N.},
title = {MEANINGFUL LEARNING AND NEW TECHNOLOGIES: E-LEARNING AND MATHEMATICAL SURFACES},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {6183-6188}}
TY - CONF
AU - N. Palladino AU - C. Cirillo AU - N. Pastena
TI - MEANINGFUL LEARNING AND NEW TECHNOLOGIES: E-LEARNING AND MATHEMATICAL SURFACES
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 6183
EP - 6188
ER -
N. Palladino, C. Cirillo, N. Pastena (2014) MEANINGFUL LEARNING AND NEW TECHNOLOGIES: E-LEARNING AND MATHEMATICAL SURFACES, INTED2014 Proceedings, pp. 6183-6188.
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