Eva-CBTM : evaluation of computer based online training programs for mathematics
Eva-CBTM is a project for the Evaluation of Computer Based programs for learning and Teaching Mathematics. The idea of Eva-CBTM is to develop a complete system for such an evaluation which is valid, reliable and objective. The evaluation system is based on a process oriented view at computer based p...
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Document types: | Book |
Media types: | Text |
Publication date: | 2015 |
Date of publication on miami: | 10.07.2015 |
Modification date: | 30.01.2017 |
Series: | Mathematiklernen mit digitalen Medien, Bd. 1 |
Publisher: |
WTM-Verlag für wissenschaftliche Texte und Medien
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Edition statement: | [Electronic ed.] |
Subjects: | Mathematikunterricht; Computerunterstützter Unterricht |
DDC Subject: | 370: Bildung und Erziehung
510: Mathematik |
Legal notice: | © 2015 WTM – Verlag für wissenschaftliche Texte und Medien, Münster |
License: | InC 1.0 |
Language: | English |
Notes: | Druckausg.: Stein, Martin: Eva-CBTM : evaluation of computer based online training programs for mathematics. 2., enl. ed. Münster : WTM, 2012. (Mathematiklernen mit digitalen Medien ; 1), ISBN 978-3-942197-23-6 |
Format: | PDF document |
ISBN: | 978-3-942197-71-7 |
URN: | urn:nbn:de:hbz:6-79209659896 |
Permalink: | http://nbn-resolving.de/urn:nbn:de:hbz:6-79209659896 |
Digital documents: | wtm_isbn-978-3-942197-71-7.pdf
Use restricted. Please contact ServicePunkt Digitale Dienste at ULB Münster (miami@uni-muenster.de). |
Eva-CBTM is a project for the Evaluation of Computer Based programs for learning and Teaching Mathematics. The idea of Eva-CBTM is to develop a complete system for such an evaluation which is valid, reliable and objective. The evaluation system is based on a process oriented view at computer based practicing of mathematics. The system has the following components: assessment, assistance resp. help, architecture of the system, system of choosing exercises, and degrees of freedom. The consideration of thematic completeness plays an important role in the evaluation process. In the first two chapters over 60 platforms for learning and practicing mathematics are presented in short, 15 of them are fully evaluated. Chapter III discusses the potential of platforms for presenting more complex tasks, for instance problem solving or modeling. Chapter IV describes a method to measure the "didactical comprehensiveness" of CBTM-platforms, i.e., the depth in which a certain topic is dealt with in exercises.