Dr Geo II: Adding Interactivity Planes in Interactive Dynamic Geometry

International audienceInteractive geometry environments support the creation and exploitation of interactive geometric sketches. However, such environments are often driven in a rigid manner, following a well specified construction path. This rigidity is not always compatible with: i. the internal cognitive representation of the learner about the geometric domain and ii. the way a geometric sketch is used in a paper-pen environment. This rigidity is therefore a source of internal tension for the learner and it can reduce the pedagogical added value of the interactive geometry environments. We think additional interactive planes to manipulate a geometric sketch differently can help the learner. We have developed DR. GEO II, an interactive geometry framework that is able to receive additional interactive planes such as a free sketching and a command-based one. We have experimented it in a junior high school class and we report here our first results

Guidage macroscopique de l'apprentissage

National audienceLes EIAH sont souvent spécialisés dans un domaine bien précis. Cela leur permet d'of- frir des modélisations fines du domaine et de l'apprenant. L'analyse alors produite à partir des traces est didactiquement très fine et spécifique au domaine en question. Elle permet de guider l'apprenant en cas de difficulté et de lui proposer des activités de soutien. Cependant cette ana- lyse est étroitement liée aux domaines didactiques, et différente d'un domaine à un autre. Face à la diversité des domaines enseignés, comment proposer un modèle tenant compte de cette multitude et permettant une analyse de l'activité de l'élève et son guidage ? Nous proposons une analyse de l'activité de l'élève hors du champ didactique pour un guidage que nous nommons macroscopique, par opposition à une analyse didactique fine. Le guidage proposé est générique mais paramétré par un réseau notionnel afin d'être transposable à diffé- rents domaines d'enseignement. Notre approche s'appuie sur les réseaux notionnels, les étayages pédagogiques, les traces d'ob- jets et l'inférence sur celles-ci. Leur utilisation conjointe permet la description du domaine, la modélisation de l'apprenant et son pilotage par l'EIAH. Nous présentons cette approche dans iSTOA.net

De l'importance des plans d'interaction dans la géométrie interactive

International audienceInteractive geometry environments support creation and exploitation of geometric sketches. However, such environments are often driven in a rigid manner, following a well specified construction path. This rigidity is not always compatible with the internal cognitive representation of the learner about the geometric domain. This rigidity is therefore a source of internal tension for the learner and it can reduce the pedagogical added value of these environments. We think addi- tional interactive planes to manipulate a geometric sketch differently can help the learner. We have developed an interactive geometry framework that is able to receive additional interactive planes such as a free sketching and a command-based one. We have experimented it in a junior high school class and we report here our results.Les environnements de géométrie interactive permettent créations et explorations de figures géométriques. Ceux-ci imposent cependant à l'apprenant un formalisme fort lors de la construction d'une figure. Cette rigidité n'est pas toujours compatible avec la représentation cognitive de l'ap- prenant du domaine d'apprentissage. Elle est donc source de tensions internes chez celui-ci et peut réduire la portée pédagogique de ces environnements. Nous pensons que des plans d'interaction supplémentaires pour manipuler différemment une même figure géométrique peuvent aider l'appre- nant. Nous avons ainsi développé un framework de géométrie interactive permettant l'ajout de tels plans puis nous avons expérimenté son utilisation dans une classe de 3e

iSTOA: Artefacts for mathematical interactive learning exercises

International audienceIn primary schools, mathematics teachers use support tools to introduce new concepts. The objective of these tools is to reinforce a mental representation of the newly introduced concept. Tools can be physical objects or paper-pen based. We call these tools artefacts. In computer assisted environments, such artefacts are not always clearly present, those environments focus on the nature of the exercises (drills, quiz). To realise environments in closer relation to classroom teaching, we propose to analyse and categorise such artefacts: we used pedagogical literature and we extracted artefacts used in teaching multiplication. We present our infrastructure and a list of artefacts in the multiplication realm

Dr Geo II: Adding Interactivity Planes in Interactive Dynamic Geometry

International audienceInteractive geometry environments support the creation and exploitation of interactive geometric sketches. However, such environments are often driven in a rigid manner, following a well specified construction path. This rigidity is not always compatible with: i. the internal cognitive representation of the learner about the geometric domain and ii. the way a geometric sketch is used in a paper-pen environment. This rigidity is therefore a source of internal tension for the learner and it can reduce the pedagogical added value of the interactive geometry environments. We think additional interactive planes to manipulate a geometric sketch differently can help the learner. We have developed DR. GEO II, an interactive geometry framework that is able to receive additional interactive planes such as a free sketching and a command-based one. We have experimented it in a junior high school class and we report here our first results

Hematopoietic gene promoters subjected to a group-combinatorial study of DNA samples: identification of a megakaryocytic selective DNA signature

Identification of common sub-sequences for a group of functionally related DNA sequences can shed light on the role of such elements in cell-specific gene expression. In the megakaryocytic lineage, no one single unique transcription factor was described as linage specific, raising the possibility that a cluster of gene promoter sequences presents a unique signature. Here, the megakaryocytic gene promoter group, which consists of both human and mouse 5′ non-coding regions, served as a case study. A methodology for group-combinatorial search has been implemented as a customized software platform. It extracts the longest common sequences for a group of related DNA sequences and allows for single gaps of varying length, as well as double- and multiple-gap sequences. The results point to common DNA sequences in a group of genes that is selectively expressed in megakaryocytes, and which does not appear in a large group of control, random and specific sequences. This suggests a role for a combination of these sequences in cell-specific gene expression in the megakaryocytic lineage. The data also point to an intrinsic cross-species difference in the organization of 5′ non-coding sequences within the mammalian genomes. This methodology may be used for the identification of regulatory sequences in other lineages

Hematopoietic gene promoters subjected to a group-combinatorial study of DNA samples: identification of a megakaryocytic selective DNA signature

Identification of common sub-sequences for a group of functionally related DNA sequences can shed light on the role of such elements in cell-specific gene expression. In the megakaryocytic lineage, no one single unique transcription factor was described as linage specific, raising the possibility that a cluster of gene promoter sequences presents a unique signature. Here, the megakaryocytic gene promoter group, which consists of both human and mouse 5′ non-coding regions, served as a case study. A methodology for group-combinatorial search has been implemented as a customized software platform. It extracts the longest common sequences for a group of related DNA sequences and allows for single gaps of varying length, as well as double- and multiple-gap sequences. The results point to common DNA sequences in a group of genes that is selectively expressed in megakaryocytes, and which does not appear in a large group of control, random and specific sequences. This suggests a role for a combination of these sequences in cell-specific gene expression in the megakaryocytic lineage. The data also point to an intrinsic cross-species difference in the organization of 5′ non-coding sequences within the mammalian genomes. This methodology may be used for the identification of regulatory sequences in other lineages

iSTOA, modèle notionnel de guidage macroscopique de l'apprentissage

Les EIAH sont souvent spécialisés à un domaine bien précis. Cela leur permet d'offrir des modélisations fines du domaine et de l'apprenant. L'analyse alors pro- duite à partir des traces est didactiquement très fine et spécifique au domaine en question. Elle permet de guider l'apprenant en cas de difficulté et de lui proposer des activités de soutien. Cependant cette analyse est étroitement liée aux domaines didactiques, et différente d'un domaine à un autre. Dans la diversité des domaines enseignés, comment proposer un modèle tenant compte de cette multitude et per- mettant une analyse de l'activité de l'élève et son guidage ? Nous proposons une analyse de l'activité de l'élève hors du champ didactique pour un guidage que nous nommons macroscopique, par opposition à une analyse didactique fine. Le guidage proposé est paramétré selon le domaine afin d'être transposable. Notre approche s'appuie sur les réseaux notionnels, les étayages pédagogiques, les traces d'objets et l'inférence sur celles-ci. Leur utilisation conjointe permet la description du domaine, la modélisation de l'apprenant et son pilotage par l'EIAH. Nous présentons cette approche implantée dan ıSTO