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Off-Line Communication in Mathematics Using Mobile Devices

Off-Line Communication in Mathematics Using Mobile Devices

Pierre Clanché, Antonín Jančařík, Jarmila Novotná
Copyright: © 2015 |Pages: 30
ISBN13: 9781466687141|ISBN10: 1466687142|EISBN13: 9781466687158
DOI: 10.4018/978-1-4666-8714-1.ch007
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MLA

Clanché, Pierre, et al. "Off-Line Communication in Mathematics Using Mobile Devices." Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, edited by Maria Meletiou-Mavrotheris, et al., IGI Global, 2015, pp. 147-176. https://doi.org/10.4018/978-1-4666-8714-1.ch007

APA

Clanché, P., Jančařík, A., & Novotná, J. (2015). Off-Line Communication in Mathematics Using Mobile Devices. In M. Meletiou-Mavrotheris, K. Mavrou, & E. Paparistodemou (Eds.), Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education (pp. 147-176). IGI Global. https://doi.org/10.4018/978-1-4666-8714-1.ch007

Chicago

Clanché, Pierre, Antonín Jančařík, and Jarmila Novotná. "Off-Line Communication in Mathematics Using Mobile Devices." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, edited by Maria Meletiou-Mavrotheris, Katerina Mavrou, and Efi Paparistodemou, 147-176. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8714-1.ch007

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Abstract

The chapter focuses on off-line communication using (not only) mobile devices where absence of direct communication increases the risk of misunderstanding and loss of time. Two principles that can lower this danger, the principle of charity and the principle of scaffolding, are presented first separately, and then in mutual relationship. The aim of this chapter is to show that charity and scaffolding are two (connected) stages of help to pupils. If the teacher applies the principle of charity, it enables him/her to understand pupils and/or discover their problems. Having detected the learners' misconceptions or problematic parts, he/she will be able to follow the pupils' thinking process and with the help of scaffolding advance the pupils' knowledge to a higher level. All the presented theoretical constructs are illustrated by examples from an on-line mathematical course for secondary pupils. The role of technological devices in developing the quality of pupils' participation in the course is documented.

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