@conference {SpaKor-DGAPDGS-2009, title = {Demonstrating, Guiding, and Analyzing Processes in Dynamic Geometry Systems}, booktitle = {Proceedings of the 9th International Conference on Technology in Mathematics Teaching}, year = {2009}, publisher = {ICTMT-9}, organization = {ICTMT-9}, address = {Metz}, abstract = {

Process-oriented mathematics education focuses on learning processes rather than on their outcomes only. These processes should be monitored, guided and supported by the teacher. In addition, feedback should be given on the students{\textquoteright} activities, not only on their results. Groups of 30 (school) up to more than 600 (university) learners render it impossible to support processes without appropriate technology. This paper describes the tool CleverPHL that allows for designing process-oriented learning scenarios: processes can be recorded, replayed, completed, guided, and analyzed. These features are demonstrated with dynamic geometry systems (DGS).

}, keywords = {refereed}, author = {Spannagel, Christian and Kortenkamp, Ulrich}, editor = {Bardini, C. and Fortin, C. and Oldknow, Adrian and Vagost, D.} } @conference {El-Kor-EEPUDGSDMGSGC-2009, title = {The Effectiveness of an Enrichment Program Using Dynamic Geometry Software in Developing Mathematically Gifted Students{\textquoteright} Geometric Creativity}, booktitle = {Proceedings of the 9th International Conference on Technology in Mathematics Teaching}, year = {2009}, publisher = {ICTMT-9}, organization = {ICTMT-9}, address = {Metz}, abstract = {

The research work presented in this paper was guided by three goals: First, to identify the principles of preparing an enrichment program in Euclidean geometry using Dynamic Geometry Software to develop the mathematically gifted students{\textquoteright} geometric creativity in high schools, second, to develop an enrichment program based on the identified principles, and third, to investigate its effectiveness by testing it with high school students. The enrichment program was administered to 7 mathematically gifted students in 12 weekly 90-minute sessions. Results of a pre-post measurements revealed the effectiveness of the program in developing the subjects{\textquoteright} geometric creativity as a whole ability and its four sub-components (fluency, flexibility, originality, and elaboration).

}, keywords = {refereed}, author = {El-Demerdash, Mohamed and Kortenkamp, Ulrich}, editor = {Bardini, C. and Fortin, C. and Oldknow, Adrian and Vagost, D.} } @article {KorModOldPolRab-OMAW-2009, title = {Objektorientierte Modellierung {\textendash} aber wann und wie?}, journal = {LOG-IN}, number = {160/161}, year = {2009}, pages = {22-28}, abstract = {

Objektorientierte Modellierung (OOM) ist ein wichtiges Konzept der Fachinformatik und wird von Seiten der Didaktik der Informatik derzeit f{\"u}r den Unterricht in beiden Sekundarstufen stark empfohlen. So wird in den Bildungsstandards f{\"u}r die Sekundarstufe I gefordert, dass alle(!) Sch{\"u}ler und Sch{\"u}lerinnen der Jahrgangsstufen 8 bis 10 ,"f{\"u}r einfache Sachverhalte objekt-orientierte Modelle [entwickeln] und diese mit Klassendiagrammen dar[stellen]" (AKBSI, 2008, S. 47). Die Gr{\"u}nde f{\"u}r die Behandlung der OOM in der Schule sind einleuchtend; es stellt sich aber die Frage, wie fr{\"u}h und wie intensiv sie eine Rolle spielen sollte. Etliche der hier zusammengetragenen Argumente sind nicht neu (siehe z.B. Hartmann, 2005), sollen aber noch einmal bewusst gemacht werden, um eine Abw{\"a}gung zu erm{\"o}glichen.

}, keywords = {lehrer}, author = {Kortenkamp, Ulrich and Modrow, Eckart and Oldenburg, Reinhard and Poloczek, J{\"u}rgen and Rabel, Magnus} } @conference {FesKor-POLEIGL-2009, title = {Process Orientated Learning Environments For Interactive Geometry Lessons}, booktitle = {Proceedings of the 9th International Conference on Technology in Mathematics Teachingh International Conference on Technology in Mathematics Teaching}, year = {2009}, publisher = {ICTMT-9}, organization = {ICTMT-9}, address = {Metz}, abstract = {

Based on the interactive geometry software Cinderella we developed a learning environment to be used for teaching geometry at university level. Following the ideas of the constructivist learning theory the software allows for learning by discovery. The activities are implemented in a process-oriented design. Our software supports both the learning of mathematical processes by the students and analysing their process of learning mathematics. In this paper we focus on a particular learning unit on congruencies and line reflections. By varying the axes of reflection, students can study the reduction theorems for geometric transformations. Different directly given or subliminal hints help the students to understand the mathematical principles behind these theorems. Our tool analyses the student{\textquoteright}s solution processes automatically and generates feedback on demand to the students. This learning environment can be used in conjunction with the recording of user actions. Our final goal is to be able to analyse learning processes of students using the tool semi- automatically and use this information to improve teaching and learning.

}, keywords = {refereed}, author = {Fest, Andreas and Kortenkamp, Ulrich}, editor = {Bardini, C. and Fortin, C. and Oldknow, Adrian and Vagost, D.} } @conference {KorDohKreDor-UIPTR-2009, title = {Using the {I}ntergeo Platform for Teaching and Research}, booktitle = {Proceedings of the 9th International Conference on Technology in Mathematics Teaching}, year = {2009}, publisher = {ICTMT-9}, organization = {ICTMT-9}, address = {Metz}, abstract = {We describe the key achievements of Intergeo, a project co-funded within the eContentplus programme of the European Union, and their impact on teacher education, based on the technical and educational concepts of the Intergeo Platform.}, keywords = {Intergeo, refereed}, author = {Kortenkamp, Ulrich and Dohrmann, Christian and Kreis, Yves and Dording, Carole}, editor = {Bardini, C. and Fortin, C. and Oldknow, Adrian and Vagost, D.} } @conference {KorDohKreDor-UIPTR-2009, title = {Using the {I}ntergeo Platform for Teaching and Research}, booktitle = {Proceedings of the 9th International Conference on Technology in Mathematics Teaching}, year = {2009}, publisher = {ICTMT-9}, organization = {ICTMT-9}, address = {Metz}, abstract = {

We describe the key achievements of Intergeo, a project co-funded within the eContentplus programme of the European Union, and their impact on teacher education, based on the technical and educational concepts of the Intergeo Platform.

}, keywords = {refereed}, author = {Kortenkamp, Ulrich and Dohrmann, Christian and Kreis, Yves and Dording, Carole}, editor = {Bardini, C. and Fortin, C. and Oldknow, Adrian and Vagost, D.} } @conference {KorRic-GEI-1998, title = {Geometry and education in the {I}nternet age}, booktitle = {Ed-Media \& Ed-Telecom 98. Proceedings of the Tenth World Conference on Educational Multimedia and Hypermedia \& World Conference on Educational Telecommunications, Freiburg, Germany, June 20-25, 1998}, year = {1998}, publisher = {AACE}, organization = {AACE}, address = {Charlottesville}, abstract = {

Interactive Geometry is a major tool in modern geometry education and various software tools are available. We discuss the requirements of such tools and how they can be fulfilled. We also explain how a geometry tool can benefit from the Internet and present Cinderella{\textquoteright}s Caf{\'e}, which is an internet-aware geometry tool with a high mathematical background.

}, keywords = {refereed}, url = {http://www.cinderella.de/papers/geo-i.pdf.gz}, author = {Kortenkamp, Ulrich H. and Richter-Gebert, J{\"u}rgen}, editor = {Ottmann, Thomas and Tomek, Ivan} }