Mathematics is the unity of truth, goodness and beauty. In mathematics teaching, we should embody three levels of content: the imparting of knowledge and methods reflecting the truth of mathematics; the application of thoughts and methods reflecting the goodness of mathematics; the appreciation of mathematics reflecting the beauty of mathematics. Thus, the combination of rational spirit and humanistic spirit of mathematics can be realized, and the unity of truth, goodness and beauty in mathematics education can be achieved. Mathematics Subject Classification: 00A30
{"title":"Truth, goodness and beauty in mathematics teaching","authors":"Xiliang Fu","doi":"10.12988/jite.2019.984","DOIUrl":"https://doi.org/10.12988/jite.2019.984","url":null,"abstract":"Mathematics is the unity of truth, goodness and beauty. In mathematics teaching, we should embody three levels of content: the imparting of knowledge and methods reflecting the truth of mathematics; the application of thoughts and methods reflecting the goodness of mathematics; the appreciation of mathematics reflecting the beauty of mathematics. Thus, the combination of rational spirit and humanistic spirit of mathematics can be realized, and the unity of truth, goodness and beauty in mathematics education can be achieved. Mathematics Subject Classification: 00A30","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116754721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work presents a didactic method for the analysis and synthesis of problems, experimented by the authors in the teaching of mathematics and circuit theory in High School, but also applicable to the learning of other disciplines, not only in the scientific fields. It is shown how the resolution of a complex problem or the study of a project can be faced through the recognition of the elementary constituent objects and the examination of their connections. Examples drawn from circuit theory, mathematics and mineralogy are also provided. The approach has been validated and refined through years of use in the classroom, though it hasn’t been formally researched until now. In its current version, the method reflects a pedagogical reflection and development effort framed within the international EduHack project, focussed on developing innovative pedagogical approaches. The article therefore complements the presentation with interviews from former students, attesting its effectiveness and flexibility 2 Enrico Fausto Perano, Luca Morini and Pietro Marescotti
{"title":"The building block game: a didactic approach to solve complex problem","authors":"Enrico Perano, L. Morini, P. Marescotti","doi":"10.12988/jite.2022.1015","DOIUrl":"https://doi.org/10.12988/jite.2022.1015","url":null,"abstract":"This work presents a didactic method for the analysis and synthesis of problems, experimented by the authors in the teaching of mathematics and circuit theory in High School, but also applicable to the learning of other disciplines, not only in the scientific fields. It is shown how the resolution of a complex problem or the study of a project can be faced through the recognition of the elementary constituent objects and the examination of their connections. Examples drawn from circuit theory, mathematics and mineralogy are also provided. The approach has been validated and refined through years of use in the classroom, though it hasn’t been formally researched until now. In its current version, the method reflects a pedagogical reflection and development effort framed within the international EduHack project, focussed on developing innovative pedagogical approaches. The article therefore complements the presentation with interviews from former students, attesting its effectiveness and flexibility 2 Enrico Fausto Perano, Luca Morini and Pietro Marescotti","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133048821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extreme points and inflection points are very important in describing the graph of a function. In this paper, we give four methods to determine the extreme points and inflection points. Subject Classification: 65H04
{"title":"Summary of determining extreme points and inflection points","authors":"Hailing Li, Tengxiao Xu, Yijia Liu","doi":"10.12988/JITE.2019.963","DOIUrl":"https://doi.org/10.12988/JITE.2019.963","url":null,"abstract":"Extreme points and inflection points are very important in describing the graph of a function. In this paper, we give four methods to determine the extreme points and inflection points. Subject Classification: 65H04","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123744654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zhimeng Jiang, Yong Yang, Xin-hua Zhang, Hong-bin Bai, Zuo-an Li
We have been engaged in the teaching of college mathematical analysis courses. In teaching, we find that there exists some difficulties for students to understand and grasp in learning mathematical analysis. So, we have been thinking about how to help students overcome such difficulties. However, it is not difficult to find that these difficulties are caused to some extent by the disconnection between middle school mathematics teaching and college mathematics teaching. In this paper, we consider how to realize the connection between middle school mathematics teaching and university mathematics contents.
{"title":"Teaching consideration and practice on the connection of mathematics at senior high school and college","authors":"Zhimeng Jiang, Yong Yang, Xin-hua Zhang, Hong-bin Bai, Zuo-an Li","doi":"10.12988/jite.2023.1030","DOIUrl":"https://doi.org/10.12988/jite.2023.1030","url":null,"abstract":"We have been engaged in the teaching of college mathematical analysis courses. In teaching, we find that there exists some difficulties for students to understand and grasp in learning mathematical analysis. So, we have been thinking about how to help students overcome such difficulties. However, it is not difficult to find that these difficulties are caused to some extent by the disconnection between middle school mathematics teaching and college mathematics teaching. In this paper, we consider how to realize the connection between middle school mathematics teaching and university mathematics contents.","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123233178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to combine the benefits of an asynchronous training platform with the advantages of educational robotics, in order to improve learning opportunities of special education schools. The main objective is to develop a course in an asynchronous platform, which can be used easily by teachers of special schools without any knowledge of educational robotics and programming. The content of this course and the corresponding educational material, follows the special school’s study framework, adapted to the curriculum of the students with mental disabilities. The thematic modules of the course include many teaching tools, like texts, videos, sounds, robotic constructions, step by step instructions. Each thematic module is organized to guide the users in order to achieve a feasible and measurable educational goal.
{"title":"Educational robotics and asynchronous learning platforms: a powerful combination to enhance education in special schools","authors":"Paraskevi Papadopoulou, A. Tsimpiris, D. Varsamis","doi":"10.12988/jite.2022.998","DOIUrl":"https://doi.org/10.12988/jite.2022.998","url":null,"abstract":"The aim of this study is to combine the benefits of an asynchronous training platform with the advantages of educational robotics, in order to improve learning opportunities of special education schools. The main objective is to develop a course in an asynchronous platform, which can be used easily by teachers of special schools without any knowledge of educational robotics and programming. The content of this course and the corresponding educational material, follows the special school’s study framework, adapted to the curriculum of the students with mental disabilities. The thematic modules of the course include many teaching tools, like texts, videos, sounds, robotic constructions, step by step instructions. Each thematic module is organized to guide the users in order to achieve a feasible and measurable educational goal.","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115842551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schimidt’s orthogonalization is very important in linear algebra and has many applications. In this paper, we introduce Schimidt’s orthogonalization from three aspects: background, step, application. And we describe the process of Schimidt’s orthogonalization by elementary transformation of matrices. Subject Classification: 65H04
{"title":"Teaching about Schimidt's orthogonalization","authors":"Hailing Li","doi":"10.12988/JITE.2019.962","DOIUrl":"https://doi.org/10.12988/JITE.2019.962","url":null,"abstract":"Schimidt’s orthogonalization is very important in linear algebra and has many applications. In this paper, we introduce Schimidt’s orthogonalization from three aspects: background, step, application. And we describe the process of Schimidt’s orthogonalization by elementary transformation of matrices. Subject Classification: 65H04","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128589062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An elementary scheme is detailed for introducing certain basic concepts in the solution of (especially) the basic second-order ordinary differential equations of classical mathematical physics. The method proposed, an integration/iteration process, allows the development of (generally Frobenius) power series, as well as exposing the rudiments of the Green function approach to solving linear ordinary differential equations. The method assumes only a background knowledge compatible with most introductory calculus courses. Mathematics Subject Classification: 33C05, 33C15, 33C45, 34-01, 34-04, 34A25
{"title":"Iterative solutions to classical second-order ordinary differential equations","authors":"W. Robin","doi":"10.12988/JITE.2019.911","DOIUrl":"https://doi.org/10.12988/JITE.2019.911","url":null,"abstract":"An elementary scheme is detailed for introducing certain basic concepts in the solution of (especially) the basic second-order ordinary differential equations of classical mathematical physics. The method proposed, an integration/iteration process, allows the development of (generally Frobenius) power series, as well as exposing the rudiments of the Green function approach to solving linear ordinary differential equations. The method assumes only a background knowledge compatible with most introductory calculus courses. Mathematics Subject Classification: 33C05, 33C15, 33C45, 34-01, 34-04, 34A25","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122567113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jupyter notebook is an interactive web-based programming environment commonly used in data science to facilitate learning and teaching of programming. By providing a single intelligible and reproducible environment to conduct empirical analyses and simulation studies, Jupyter notebook has only recently been adapted for econometrics instruction. This paper documents the students’ experiences using Jupyter notebook in a postgraduate introductory econometrics course using a qualitative thematic analysis methodology that transcribed and coded 27 one-to-one interviews with ten students throughout the academic term. The results show that: (1) The Jupyter notebook-based learner-centered design pedagogy increased students’ autonomies in the learning process; (2) students developed confidence throughout the learning process; (3) interactive learning tools were effective in supporting students’ econometrics learning.
{"title":"Attitudes towards student-centered learning with Jupyter notebooks in econometrics: a semantic analysis","authors":"P. Stiefenhofer, V. Zhang","doi":"10.12988/jite.2023.1031","DOIUrl":"https://doi.org/10.12988/jite.2023.1031","url":null,"abstract":"Jupyter notebook is an interactive web-based programming environment commonly used in data science to facilitate learning and teaching of programming. By providing a single intelligible and reproducible environment to conduct empirical analyses and simulation studies, Jupyter notebook has only recently been adapted for econometrics instruction. This paper documents the students’ experiences using Jupyter notebook in a postgraduate introductory econometrics course using a qualitative thematic analysis methodology that transcribed and coded 27 one-to-one interviews with ten students throughout the academic term. The results show that: (1) The Jupyter notebook-based learner-centered design pedagogy increased students’ autonomies in the learning process; (2) students developed confidence throughout the learning process; (3) interactive learning tools were effective in supporting students’ econometrics learning.","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132196809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Giannoula Voultsou, Konstantinos Strikas, A. Tsimpiris, D. Varsamis
Advances in technology have affected all aspects of human life. Education was forced to make intensive use of information technology and telecommunications during the COVID-19 period almost all over the world. Distance learning has been widely adopted, evolved and im-proved and is mainly presented in two forms, synchronous and asynchronous learning. The introduction of new technologies in the teaching of literacy skills opened up new horizons in educational practices, using digital tools that students are familiar with, tools that inspire them and attract their attention. However, this does not mean that traditional teaching methods should be abandoned or discredited. Digital tools for classroom can be used as complementary methods to traditional methods of teaching, enhancing students’ literacy skills. The early literacy curriculum that is developed and presented at this study, has been integrated to an asynchronous learning platform for use, as a complementary tool in early literacy teaching and can work in parallel with traditional teaching. Face-to-face and distance education will be alternated in this way and students will receive additional support, according to their individual learning needs, providing also flexibility in teaching. The introduced First Reading and Writing in Greek using Asynchronous Distance Learning program can be attended at home or in the Integration Department, by students with reading and writing difficulties, regardless of the class in which they attend. The structure and instructions of the proposed Modules on the asynchronous platform are designed to guide students in an easy way, so that they can attend the lessons, dedicating the appropriate time for learning individually.
{"title":"First reading and writing in Greek using asynchronous distance learning","authors":"Giannoula Voultsou, Konstantinos Strikas, A. Tsimpiris, D. Varsamis","doi":"10.12988/jite.2022.1027","DOIUrl":"https://doi.org/10.12988/jite.2022.1027","url":null,"abstract":"Advances in technology have affected all aspects of human life. Education was forced to make intensive use of information technology and telecommunications during the COVID-19 period almost all over the world. Distance learning has been widely adopted, evolved and im-proved and is mainly presented in two forms, synchronous and asynchronous learning. The introduction of new technologies in the teaching of literacy skills opened up new horizons in educational practices, using digital tools that students are familiar with, tools that inspire them and attract their attention. However, this does not mean that traditional teaching methods should be abandoned or discredited. Digital tools for classroom can be used as complementary methods to traditional methods of teaching, enhancing students’ literacy skills. The early literacy curriculum that is developed and presented at this study, has been integrated to an asynchronous learning platform for use, as a complementary tool in early literacy teaching and can work in parallel with traditional teaching. Face-to-face and distance education will be alternated in this way and students will receive additional support, according to their individual learning needs, providing also flexibility in teaching. The introduced First Reading and Writing in Greek using Asynchronous Distance Learning program can be attended at home or in the Integration Department, by students with reading and writing difficulties, regardless of the class in which they attend. The structure and instructions of the proposed Modules on the asynchronous platform are designed to guide students in an easy way, so that they can attend the lessons, dedicating the appropriate time for learning individually.","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123942609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher Mathematics is an important basic theory course for science and engineering majors in Colleges and universities. Because of its many concepts and flexible analysis methods, the teaching effect has been unsatisfactory. In order to explore more effective teaching methods, this intelligent teaching tool-Rain Classroom, has been used to carry out the practice of online and offline hybrid teaching mode, which has achieved good results and provided a reference for the future application of Rain Classroom in other courses. Mathematics Subject Classification: 65H04
{"title":"Research on the teaching of higher mathematics based on rain classroom","authors":"Z. Huang","doi":"10.12988/jite.2019.995","DOIUrl":"https://doi.org/10.12988/jite.2019.995","url":null,"abstract":"Higher Mathematics is an important basic theory course for science and engineering majors in Colleges and universities. Because of its many concepts and flexible analysis methods, the teaching effect has been unsatisfactory. In order to explore more effective teaching methods, this intelligent teaching tool-Rain Classroom, has been used to carry out the practice of online and offline hybrid teaching mode, which has achieved good results and provided a reference for the future application of Rain Classroom in other courses. Mathematics Subject Classification: 65H04","PeriodicalId":378124,"journal":{"name":"Journal of Innovative Technology and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129396423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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