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008			220601s2013 sz | s |||| 0|eng d
020			_a9783031022005
024	7		_a10.1007/978-3-031-02200-5 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aQA462.2.C65 _b2013 EB
100	1		_aStahl, Gerry _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687472
245	1	0	_aTranslating Euclid : _bDesigning a Human-Centered Mathematics _cby Gerry Stahl
250			_a1st edition 2013
264		1	_aCham _bSpringer International Publishing _c2013
300			_a1 recurso en línea (XXII, 221 páginas)
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aSynthesis Lectures on Human-Centered Informatics _x1946-7699
505	0		_aAcknowledgments -- Background -- Vision: The Cognitive Potential of Collaborative Dynamic Geometry -- History: The Origin of Geometry -- Philosophy: The Obfuscation of Geometry -- Mathematics: Demythologizing Geometry -- Technology: Deconstructing Geometry -- Collaboration: Group Geometry -- Research: Analyzing Geometry -- Theory: Resources for Geometry -- Pedagogy: Designing Geometry -- Practice: Doing Geometry -- Design-Based Research: Human-Centered Geometry -- Author Indes -- Bibliography -- Author's Biography.
520			_aTranslating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience. The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid's organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning. Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics. This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective.
988			_aSynthesis Collection of Technology_2013
650		7	_2embne-DP _9196852 _aGeometría _xProceso de datos
650		7	_2embne _9143900 _aDiseño asistido por ordenador
650		7	_2embne _9158526 _aEnseñanza en equipo
776	0	8	_iPrinted edition: _z9783031010729
776	0	8	_iPrinted edition: _z9783031033285
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-02200-5 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b03/2023 _dz _esc _zSI