Design Patterns for the Use of Technology in Introductory Mathematics Tutorials

摘要

Learning mathematics actively, oriented at mathematical processes, in a technology-enhanced learning environment differs widely from learning in traditional mathematics courses. The traditional lecture - an expert presents the knowledge the learners have to acquire - usually doesn't activate the students' thinking. This article introduces three didactical design patterns which describe how university students can be enabled to use technology in order to explore and solve mathematical problems in open learning scenarios: TECHNOLOGY ON DEMAND, HELP ON DEMAND, and FEEDBACK ON DEMAND.