Un entorno interactivo de aprendizaje con Cabri-actividades, aplicado a la enseñanza de la geometría en la ESO

Abstract

In the research, the interactions that take place in the interactive environmental learning process called ¿ecosystem of geometry learning¿ are analyzed and clasified, when the students solve the tasks which are proposed to them by means of the collaborative work, making the student the center of the learning process and so the active subject of his own training. This proposal is responded with the so called ¿reciprocal teaching¿, in which, students involved in the scaffolding situations must progressively assume the responsibility of their learning and as far as it is a collaborative model for problem solving, students in their relationship with other partners, assume or participate in some of the main teacher¿s functions. Likewise, the influence of the electronic interactions on the interactors is studied and evaluated making use of indicators that measure the effectiveness of the interaction and finally some beneficial aspects of the integration of the CIT ( Communication Information Technologies ) in the educational process are established. The interactive environment, mainly based on an electronic net in which the solving of the CABRI activities, answered whether by electronic mail or by the Tablero ( forum of discussion ), constitutes the essential way of learning. The research that has been made reassures on the idea that the use of interactive environments in which students work in a collaborative frame favours the learning and development of the communication techniques. The designed environment, centered on the student, with the open activities proposed and with the applied methodology, is suitable for the development and the geometrical training of the E.S.O. ( Compulsory Secondary Education ) students reaching the objective: The solving of the proposed activities gets a meaning for them, favours their learning and help them to become co-participants of the process, as they develop their skills in modelising, line of argument and rationalization. Consequently, we think that one of the teacher¿s main tasks is that of designing and/or using interactive environments in which learning is favoured by means of social interaction and collaborative work.