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2014 » Papers » Volume 3 » TECHNOLOGY INTEGRATION OF GEOGEBRA SOFTWARE IN INTERDISCIPLINARY TEACHING 1. TECHNOLOGY INTEGRATION OF GEOGEBRA SOFTWARE IN INTERDISCIPLINARY TEACHING Authors: Marciuc Daly, Miron Cristina Volume 3 | DOI: 10.12753/2066-026X-14-184 | Pages: 280-287 | Download PDF | Abstract
Why do we need to learn Maths? Students frequently ask us this question. A fair and relevant answer can be found only if we layout mathematical knowledge in the wide frame of human knowledge. In a technologically impregnated world that demands a greater number of people able to operate effectively in scientific, technologic and engineering fields, the achieving of mathematical competencies in school is one of the most important goals. The school curriculum for Mathematics, which is currently in use in Romania, neglects to emphasize the role that Mathematics play in the modelling of real, practical or natural processes. An opportunity to remedy this unsatisfactory condition is given by the new framework for the national curriculum elaborated by the National Centre for Curriculum and Assessment in Pre-university Education. Among others, the framework states the need to develop new curricula based on interdisciplinary approaches, both through some modules at the level of each school discipline, but also through special optional courses. The wanted changes involve the identification of core concepts and of the ways in which these should be studied for achieving complex competencies that are required by the 21st century society. In this paper, we present some of the possible ways to approach the study of the curvilinear motion at level of 9th, 10th and 11th grades, based on different mathematical knowledge of students. In these lessons, we use visual and dynamic representations of the mathematical and physical concepts involved. The students play an active role in the elaboration of these computer models, by using appropriate and accessible informational and computational technologies. In this integrated approach, not only mathematical competencies of students are developed, but also technological and scientific competencies. | Keywords
Integrated Curriculum; Mathematical Modelling; Physics Education; Computational Technology |
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