Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Software-Based Circle Technology in Dinagat Geometry Class: A Single Subject Research

Present study investigated the effectiveness of the use of technology software-based instruction in learning Circle Geometry, the extent of the students' interest on the use of this strategy, and designs a classification model through Discriminant Analysis forcasting students' performance as to having mastered or not the lessons based on their interest on the use of the strategy. The study utilized single subject research design to the thirty-one Grade 10 students in Llamera National High School, Dinagat Islands Division. Trend analysis and repeated ANOVA results revealed that most students' performance in circle geometry improved throughout the intervention of technology software-based instruction and the gap between the high achieving and low achieving students was reduced. Students also perceived high interest in learning geometry through the intervention. Indeed, technology software-based instruction recuperates knowledge in Circle Geometry. Accordingly, the capability to visualize the lesson through the software-based instruction is the best predictor of the students' mastery in circle geometry

Learning Delaunay Triangulation using Self-attention and Domain Knowledge

Delaunay triangulation is a well-known geometric combinatorial optimization problem with various applications. Many algorithms can generate Delaunay triangulation given an input point set, but most are nontrivial algorithms requiring an understanding of geometry or the performance of additional geometric operations, such as the edge flip. Deep learning has been used to solve various combinatorial optimization problems; however, generating Delaunay triangulation based on deep learning remains a difficult problem, and very few research has been conducted due to its complexity. In this paper, we propose a novel deep-learning-based approach for learning Delaunay triangulation using a new attention mechanism based on self-attention and domain knowledge. The proposed model is designed such that the model efficiently learns point-to-point relationships using self-attention in the encoder. In the decoder, a new attention score function using domain knowledge is proposed to provide a high penalty when the geometric requirement is not satisfied. The strength of the proposed attention score function lies in its ability to extend its application to solving other combinatorial optimization problems involving geometry. When the proposed neural net model is well trained, it is simple and efficient because it automatically predicts the Delaunay triangulation for an input point set without requiring any additional geometric operations. We conduct experiments to demonstrate the effectiveness of the proposed model and conclude that it exhibits better performance compared with other deep-learning-based approaches

Location-aware computing: a neural network model for determining location in wireless LANs

The strengths of the RF signals arriving from more access points in a wireless LANs are related to the position of the mobile terminal and can be used to derive the location of the user. In a heterogeneous environment, e.g. inside a building or in a variegated urban geometry, the received power is a very complex function of the distance, the geometry, the materials. The complexity of the inverse problem (to derive the position from the signals) and the lack of complete information, motivate to consider flexible models based on a network of functions (neural networks). Specifying the value of the free parameters of the model requires a supervised learning strategy that starts from a set of labeled examples to construct a model that will then generalize in an appropriate manner when confronted with new data, not present in the training set. The advantage of the method is that it does not require ad-hoc infrastructure in addition to the wireless LAN, while the flexible modeling and learning capabilities of neural networks achieve lower errors in determining the position, are amenable to incremental improvements, and do not require the detailed knowledge of the access point locations and of the building characteristics. A user needs only a map of the working space and a small number of identified locations to train a system, as evidenced by the experimental results presented

Prospective mathematics teachers' technological pedagogical content knowledge of geometry in a GeoGebra-based environment

A thesis submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy January 2017.This research study focused on exploring prospective teachers’ knowledge of geometric reasoning in teacher preparation. Premised on the claims that learning mathematics is profoundly influenced by the tasks, by the learning context and by the tools that are used in mathematics instruction, mathematics prospective teachers’ technological pedagogical content knowledge was examined. The technological pedagogical content knowledge (TPACK) framework was employed to study the prospective teacher’s knowledge of circle geometry as proposed by Mishra & Koehler (2006). The main focus of the research was on investigating the empirical and theoretical questions of what characterizes aspects of prospective teachers’ technological pedagogical content knowledge. These aspects were geometry content knowledge (CK), geometry pedagogical content knowledge (PCK) and geometry technological content knowledge (TCK). This exploratory multiple case study explores the TPACK of six mathematics prospective teachers enrolled in a second-year undergraduate mandatory mathematics methodology course in an urban South African university. Data was collected through prospective teachers’ (PTs) responses to circle geometry tasks, interviews and screen cast recordings. Rubrics were employed as analytical tools. Duval’s (1995) cognitive apprehensions and processes were engaged as interpretative tools to understand how the PTs responded to the CK, TCK and PCK tasks. The results suggest that prospective teachers’ circle geometry technological pedagogical content knowledge constructed in a GeoGebra-based environment is characterized as weak emanating from weak geometry content knowledge (CK), weak technological content knowledge (TCK) and weak pedagogical content knowledge (PCK). The study has shown that a weak geometry CK was evidenced from the participating PTs’ weak display of cognitive apprehensions and geometry reasoning processes. This study contributes to the current debates on teacher professional knowledge and on an understanding of frameworks for which teacher knowledge can be premised in South Africa. A model was developed for classifying and describing forms of mathematics connections in geometry knowledge at teacher preparation levelLG201

ANALISIS DAN RANCANG BANGUN APLIKASI ALAT BANTU MENGAJAR UNTUK GURU BERBASIS MULTIMEDIA DENGAN MENGGUNAKAN SOFTWARE ADOBE FLASH CS3

Applications of mathematics teaching aids at the pre - childhood is a multimedia -based applicationsthat can assist in the development process of learning . Semakain major technological developments sothat the need for recognition and knowledge of technology and it starts at an early age , especiallybeginning in Kindergarten - childhood .Applications of mathematics teaching aids on the level of kindergarten is an interactive multimedia -based learning model presentation using a methodology developed by Lutter as a method of developmentof multimedia applications , thematic method as a method of learning, learning plans that can supportmultiple intelligences of children and making use software of Adobe flash CS3 .Applications of mathematics teaching aids is an application that can assist teachers in the deliveryof materials on teaching and learning mathematics . The results of this application has some learningbasic menu is divided into 4 ( four) that the material recognition of numbers, geometry recognition ,addition, subtraction and accompanied with sample menus and tasks