@conference {Kor-GUCCME-2007, title = {Guidelines for Using Computers Creatively in Mathematics Education}, booktitle = {Enhancing University Mathematics: Proceedings of the First KAIST International Symposium on Teaching}, series = {CBMS Issues in Mathematics Education}, volume = {14}, year = {2007}, pages = {129{\textendash}138}, publisher = {AMS}, organization = {AMS}, abstract = {

Computers are the ultimate tool for teaching: They provide mi- croworlds that can be explored; they can be forgiving and strict; they take account of everything that{\textquoteright}s happening; they can create maps of what the learner knows or still has to learn; they are fun to use; they provide interactive illustrations that enlighten those who use them {\textendash} or at least, that{\textquoteright}s what they could be or do. There are significant drawbacks: many people do not know what they could do with them; if they know it, they probably do not know how to make them do it; and, finally, it is not validated whether it is of any didactic value to use them in the way they are used. In this text, we present some basic guidelines that can help in designing and evaluating electronic material. Starting from an example, we identify some roles the computer can take and discuss their implications for the development of mathematics tools.

}, keywords = {refereed}, url = {http://www.ams.org/bookstore?fn=20\&arg1=cbmathseries\&item=CBMATH-14}, author = {Kortenkamp, Ulrich}, editor = {Ko, Ki Hyoung and Arganbright, Deane} } @conference {Kor-GUCCME-2005, title = {Guidelines for Using Computers Creatively in Mathematics Education}, booktitle = {Proceedings of the 1st KAIST Symposium on Enhancing University Mathematics Teaching}, year = {2005}, publisher = {KAIST}, organization = {KAIST}, address = {Daejon}, abstract = {

Computers are the ultimate tool for teaching: They provide microworlds that can be explored; they can be forgiving and strict; they take account of everything that{\textquoteright}s happening; they can create maps of what the learner knows or still has to learn; they are fun to use; they provide interactive illustrations that enlighten those who use them {\textendash} or at least, that{\textquoteright}s what they could be or do. There are significant drawbacks: many people do not know what they could do with them; if they know it, they probably do not know how to make them do it; and, finally, it is not validated whether it is of any didactic value to use them in the way they are used. In this text, we present some basic guidelines that can help in designing and evaluating electronic material. Starting from an example, we identify some roles the computer can take and discuss their implications for the development of mathematics tools.

}, keywords = {invited}, url = {http://kortenkamps.net/papers/2005/KAIST.pdf}, author = {Kortenkamp, Ulrich}, editor = {Arganbright, Deane} } @article {KorMat-GTWCEUJJ-2004, title = {Geometry teaching in wireless classroom environments using {Java} and {J2ME}}, journal = {Science of Computer Programming}, volume = {53}, number = {1}, year = {2004}, month = {10}, pages = {71{\textendash}85}, abstract = {

Interactive geometry software is established as an important tool in geometry and math education. We present our research on possible ways to use such software in wireless classroom environments. In particular, we address user interface issues on portable devices and describe how we maintain a common code base for both desktop and mobile environments, thus increasing the stability of the application. We also report on our empirical data comparing different Java virtual machines that are available for portable devices using a prototype implementation of the Interactive Geometry Software Cinderella for J2ME.

}, keywords = {refereed}, doi = {10.1016/j.scico.2004.02.006}, url = {http://kortenkamps.net/papers/2004/wirelessj2me-final.pdf}, author = {Kortenkamp, Ulrich and Materlik, Dirk} } @inbook {RicKor-GDG-2001, title = {Grundlagen Dynamischer Geometrie}, booktitle = {Zeichnung {\textendash} Figur {\textendash} Zugfigur}, year = {2001}, pages = {123{\textendash}144}, publisher = {Franzbecker}, organization = {Franzbecker}, address = {Hildesheim, Berlin}, abstract = {

In this article we present fundamental definitions that can be used to introduce a mathematical model for dynamic geometry. Starting from reasonable expectations that such a model should meet we will formalize the terms (dynamic) construction, instance of a construction and Dynamic-Geometry-System (DGS). The behavior of a DGS will be described by the terms conservatism and continuity. One of the main results of this article is that we can find a continuous DGS for any construction Z that is built up using algebraic basic construction steps only.

}, keywords = {refereed}, url = {http://kortenkamps.net/papers/2001/DG_OW1.pdf}, author = {Richter-Gebert, J{\"u}rgen and Kortenkamp, Ulrich}, editor = {Henn, Hans-Wolfgang and Elschenbroich, Hans-J{\"u}rgen and Gawlick, Thomas} } @booklet {RicKor-GEI-1997, title = {Geometry and education in the {I}nternet age}, year = {1997}, publisher = {ETH Z{\"u}rich}, type = {Gr{\"u}ne Berichte}, keywords = {invited}, author = {Richter-Gebert, J{\"u}rgen and Kortenkamp, Ulrich} }