Projects
Current projects
"Thinking Models" is a program based on simulations and data analysis in the mirror environment.
"Thinking Models" is a program based on simulations and data analysis in the mirror environment.
At the center of the program is the topic of modeling, describing situations and solving problems from everyday life using mathematics. In modeling processes, students make assumptions, simplify and rebuild reality, emphasizing different connections between data and mathematics. All this is done in a virtual environment - a browser-based computer simulation, in which students enter start data and run it, and if necessary redefine, so that these are questions and situations that have different examples of correct answer. Students analyze in depth the relationships between the various components in the model and their impact on the end result, while controlling the degree of realism and compliance with the various definitional conditions. The activities allow for playful interaction for the students as they work on the problems, so the solution process involves various issues of considerations and contexts from the students' lives, reality considerations, and not just the mathematical conditions are the only ones to be taken into account.
At the center of the program is the topic of modeling, describing situations and solving problems from everyday life using mathematics. In modeling processes, students make assumptions, simplify and rebuild reality, emphasizing different connections between data and mathematics. All this is done in a virtual environment - a browser-based computer simulation, in which students enter start data and run it, and if necessary redefine, so that these are questions and situations that have different examples of correct answer. Students analyze in depth the relationships between the various components in the model and their impact on the end result, while controlling the degree of realism and compliance with the various definitional conditions. The activities allow for playful interaction for the students as they work on the problems, so the solution process involves various issues of considerations and contexts from the students' lives, reality considerations, and not just the mathematical conditions are the only ones to be taken into account.
As part of the project, 50 computer-based activities will be developed, each of which will have a simulation that allows for in-depth interaction with the various components of the model. As part of the simulation, interactive measurement tools, calculation tools, and planning tools will be provided, so that the contexts and interfaces will be different and varied. The answers that the students will submit will be analyzed automatically so that all the activities will be based on the environment of the show.
As part of the project, 50 computer-based activities will be developed, each of which will have a simulation that allows for in-depth interaction with the various components of the model. As part of the simulation, interactive measurement tools, calculation tools, and planning tools will be provided, so that the contexts and interfaces will be different and varied. The answers that the students will submit will be analyzed automatically so that all the activities will be based on the environment of the show.
It is important for us to note that all activities are translated to the Arabic language.
It is important for us to note that all activities are translated to the Arabic language.
STEP is designed to help teachers and students make use of rich and interactive assignments in math classes, through the use of a wide range of technologies (cellular phones, tablets, laptops, and computers), and provide an automatic and accessible analysis of the students’ answers in a manner that would form the foundation for the teacher’s decision making in real time – during the actual course of the class.
STEP is designed to help teachers and students make use of rich and interactive assignments in math classes, through the use of a wide range of technologies (cellular phones, tablets, laptops, and computers), and provide an automatic and accessible analysis of the students’ answers in a manner that would form the foundation for the teacher’s decision making in real time – during the actual course of the class.
STEP, as its name states, makes it possible to see the entire picture. By developing and preparing assignments which encourage the students to meaningfully engage with mathematics, teachers can immediately see each of the students’ work and receive visual analyses of their solutions. However, analyzing the correct answers and locating familiar mistakes through predetermined criteria is only the first step; we move far beyond correct/incorrect. STEP reflects the students’ working methods, and thus it makes it possible to use partial solutions, to present recommended work methods and even illuminate creative and diverse answers of the same assignment. The array of the visual representations for the data presents information for the teacher in an accessible form – only two clicks away – and thus it makes it possible to make decisions based on information extracted from the students’ activities. This is formative assessment par excellence. The STEP environment allows teachers to fashion different activities, which are composed from activities such as: introducing a topic, class activity, concluding assessment (exam), and even an online project.
STEP, as its name states, makes it possible to see the entire picture. By developing and preparing assignments which encourage the students to meaningfully engage with mathematics, teachers can immediately see each of the students’ work and receive visual analyses of their solutions. However, analyzing the correct answers and locating familiar mistakes through predetermined criteria is only the first step; we move far beyond correct/incorrect. STEP reflects the students’ working methods, and thus it makes it possible to use partial solutions, to present recommended work methods and even illuminate creative and diverse answers of the same assignment. The array of the visual representations for the data presents information for the teacher in an accessible form – only two clicks away – and thus it makes it possible to make decisions based on information extracted from the students’ activities. This is formative assessment par excellence. The STEP environment allows teachers to fashion different activities, which are composed from activities such as: introducing a topic, class activity, concluding assessment (exam), and even an online project.