FIELD CONTENT
PLEASE FILL THE CELLS ACCORDING TO THE EXPLANATION IN THE COLUMN
CONTENT
1. TITLE
What is the name that best describes the good
practice?
Data Simulations
2. COUNTRY In which country does the
good practice take place? USA
3. LINK
Please give a web link for further information about the good practice.
http://static.clexchange.org/ftp/documents/imple mentation/IM1996-01EffectiveUseOfSims.pdf
4. LANGUAGE Language of the source. English
5. SUMMARY (DESCRIPTION OF THE METHOD)
Max 50 words. Please summarise the main characteristics of the teaching practice.
Teaching with data simulations means giving students opportunities to simulate data in order to answer a particular research question or solve a statistical problem. There are several ways to use simulations: physical simulations of a process, using probability models to simulate data to estimate the chance of a particular outcome, or simulating data while varying parameters to illustrate a concept or deepen students' understanding of a process. Another use of simulation is to generate data under a certain theory to test whether a particular outcome is surprising.
6. RESOURCES
Required resources for effective application of the method.
Computer
7. WHY IT IS A GOOD PRACTICE?
Give at least three characteristics, which describe the method as a GOOD practice.
• Simulation is an important tool used by statisticians to solve problems, so students need to learn how to use simulation as a statistical problem-solving tool.
• Simulating data can help students visualize and build a deep understanding of difficult and abstract statistical concepts, and to see dynamic processes, rather than static figures and illustrations.
• Simulations provide students a way to informally address questions involving statistical inference, before formally studying this topic later in a class. • Simulations provide a way to actively
engage students in making and testing conjectures about data, developing their reasoning about statistical concepts and procedures.
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8. HOW DOES IT WORK?
Max 100 words. Which activities/actions does the practice involve?
How simulations are used is of great
importance. Simulations can involve physical materials (drawing items from a bag, tossing coins, sampling candies) or involve generating data on the computer (drawing samples from a population or generating data based on a probability model). Even when using computer simulations, always begin with a concrete simulation (e.g., having students take random samples of words from the Gettysburg address before taking simulated samples using their Sampling Words applet).
9. EVIDENCE Links for videos, photos.
http://serc.carleton.edu/sp/library/datasim/exam ples.html 10. RESULTS Max 75-100 words. Quantitative and qualitative results in relation to the teaching goals. What is the users/target group’s opinion of the activity? /
11. ASSESSMENT Suggested assessment
method for the students /
12. UPLOAD A FILE
Please send related electronic documents (lesson plan, evaluation etc.) so that they can be uploaded on the e- platform.
http://serc.carleton.edu/sp/library/datasim/exam ples.html
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FIELD CONTENT
PLEASE FILL THE CELLS ACCORDING TO THE EXPLANATION IN THE COLUMN
CONTENT
1. TITLE
What is the name that best describes the good practice?
Didactic games in mathematics
2. COUNTRY
In which country does the good practice take place?
Bulgaria
3. LINK
Please give a web link for further information about the good practice.
www.math.bas.bg/smb/2010_PK/tom/pdf/340- 346.pdf
priobshti.se/…i/izpolzvane-na-didakticheski- igri...
4. LANGUAGE Language of the source. Bulgarian language
5. SUMMARY (DESCRIPTION OF THE METHOD)
Max 50 words. Please summarise the main characteristics of the teaching practice.
Didactic game in mathematics education is viewed as a powerful means of stimulating active cognitive activities in students; increase their interest in mathematics and leads to easier absorption of learning content.
Didactic game plays a crucial role in enhancing the activity of students in the learning process, helps to facilitate absorption of educational content, urges on active cognitive activity greater number of students and increases their interest.
Actual pedagogy game is complicated, but simultaneously it is an opportunity for harmonious and spontaneous communication between students and teachers. Throughout the game the students concentrate and mobilize themselves and are able to make great efforts to achieve the goal of the game.
6. RESOURCES
Required resources for effective application of the method.
No special resources are needed
7. WHY IT IS A GOOD PRACTICE?
Give at least three characteristics which describe the method as a GOOD practice.
During the game participants acquire skills and habits of concentration and independent
thinking; they develop their attention and pursuit of knowledge; They do not notice that they learn to recognize and remember new or assimilate and apply the acquired knowledge; orient themselves in photographic situations by completing the stock of ideas and concepts;
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develop certain habits and imagination. Even the usually passive students in class in
mathematics include willingly make efforts not to mislead their peers throughout the game. So didactic game becomes a transformative creative activity located in close cooperation with other types of academic work.
8. HOW DOES IT WORK?
Max 100 words. Which activities/actions does the practice involve?
Orientation:
The teacher defines the theme, makes a
characteristic of the game and an overview of its moves and rules.
Preparations for holding the game:
Getting to know with the script, assignment of roles, preparing for their performance, providing procedures for the management of the game.
Conducting the game:
The teacher monitors the conducting of the game, controls the sequence of the participants’ actions, provide the necessary support, reports the results.
Discussion of the game:
Implemented actions, positive and negative sides during the game, as well as the arisen difficulties are being analyzed; possible ways of the game realization including possible
amendments to the rules are also being discussed.
A significant part of the didactic games are gaming actions that regulate the rules of the game, stimulate cognitive activities of participants, provide an opportunity to demonstrate their ability to transform knowledge, skills and habits to achieve the objectives of the game.
Cognitive content is the basis of didactic game and lies in the utilization of those skills and knowledge that apply in solving educational problems embedded in game. Didactic game has a certain game result which is the end the game and gives its completeness.It occurs primarily in the form of solution to the academic task and brings the student satisfaction.
9. EVIDENCE Links for videos, photos. No evidence photos
10. RESULTS Max 75-100 words. Quantitative and By playing children mastered the rules of