LEADER 04908nam 2200637 450 001 9910137138103321 005 20231106101809.0 010 $a1-119-32996-5 010 $a1-119-32997-3 010 $a1-119-33028-9 035 $a(CKB)3710000000765788 035 $a(EBL)4692006 035 $a(MiAaPQ)EBC4692006 035 $a(Au-PeEL)EBL4692006 035 $a(CaPaEBR)ebr11268668 035 $a(CaONFJC)MIL957428 035 $a(OCoLC)956671578 035 $a(PPN)233751653 035 $a(EXLCZ)993710000000765788 100 $a20160513d2016 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aInteractions on digital tablets in the context of 3D geometry learning /$fDavid Bertolo 210 1$aHoboken, New Jersey :$cISTE Ltd/John Wiley and Sons Inc,$d2016. 215 $a1 online resource (229 p.) 225 1 $aInformation systems, web and pervasive computing series. Human-machine interaction set ;$v2 225 1 $aTHEi Wiley ebooks 300 $aDescription based upon print version of record. 311 $a1-84821-926-1 327 $aCover; Title Page; Copyright; Contents; Preface; Introduction; I.1. Observations and motivations; I.2. Contributions; I.3. Book outline; 1: Construction of Spatial Representation and Perspective in Students; 1.1. Spatial representation in children according to Piaget; 1.1.1. From perception to representation; 1.1.1.1. Stage I: "synthetic incapacity"; 1.1.1.2. Stage II: "intellectual realism"; 1.1.1.3. Stage III: "visual realism"; 1.1.2. Projective space; 1.1.2.1. Perspective; 1.1.2.2. Developing relationships between perspectives; 1.1.2.3. Nets (folds and surface development) 327 $a1.1.3. Euclidean space1.1.4. Summary; 1.2. The representation of geometric objects: the status of drawings; 1.2.1. Status of drawings in mathematics: drawings versus figures; 1.2.2. Use of geometrical representations; 1.2.2.1. The three geometrical paradigms of Houdemont and Kuzniak; 1.2.2.1.1. Natural geometry (GI); 1.2.2.1.2. Natural axiomatic geometry (GII); 1.2.2.1.3. Axiomatic geometry (GIII); 1.2.2.1.4. Explanation of the different paradigms; 1.2.2.2. Duval's cognitive point of view; 1.2.2.2.1. Iconic visualization; 1.2.2.2.2. Non-iconic visualization; 1.2.2.2.3. Dimensional hiatus 327 $a1.2.3. The three main functions of drawings in geometry1.3. From the physical shape to its planar representation; 1.3.1. The institutional perspective; 1.3.1.1. Primary; 1.3.1.2. Secondary; 1.3.1.3. Summary of secondary curriculums; 1.3.2. Teaching 3D geometry; 1.3.3. Different representations of 3D objects; 1.3.3.1. Models; 1.3.3.2. Planar representations of 3D objects; 1.3.3.2.1. Central perspective; 1.3.3.2.2. Cavalier projections; 1.3.4. The conflict between the SEEN and the KNOWN in children; 1.4. Benefits of new technologies and dynamic 3D geometry 327 $a1.4.1. Advantages of 3D geometry programs1.4.2. Limits of 3D geometry programs and consequences; 1.4.2.1. Construction of a cube with Geospace; 1.4.2.2. Construction of a cube with Cabri-3D; 1.4.3. Partial conclusions and initial hypotheses; 2: Mobile Devices and 3D Interactions; 2.1. Why mobile devices?; 2.1.1. A long-standing tradition in mathematics; 2.1.2. Interest from the educational community; 2.1.3. A field reality; 2.2. Mobile devices; 2.2.1. Different types of mobile devices; 2.2.1.1. Mobile phones/smartphones; 2.2.1.2. Portable video game consoles; 2.2.1.3. Ultra mobile 327 $a2.2.1.4. Tablets2.2.2. Entry systems of mobile terminals; 2.2.2.1. Keyboard / Buttons; 2.2.2.2. Joysticks; 2.2.2.3. Touchscreens; 2.2.2.3.1. A bit of history; 2.2.2.3.2. Capacitive; 2.2.2.3.3. Resistive; 2.2.2.3.4. Infrared; 2.2.2.3.5. Surface waves; 2.2.2.3.6. FTIR (frustrated total internal reflection); 2.2.2.4. Sensors; 2.2.2.5. Camera; 2.2.2.6. Microphone; 2.2.2.7. Our choice; 2.3. Interactions on mobile devices and physiology; 2.3.1. Specificities of mobile devices; 2.3.2. Limitations due to physiologic characteristics; 2.3.2.1. Imprecision of fingers 327 $a2.3.2.2. Characteristics of the hand 410 0$aInformation systems, web and pervasive computing series ;$v2. 410 0$aTHEi Wiley ebooks. 606 $aGeometry$xComputer-assisted instruction 606 $aGeometry$xStudy and teaching 606 $aTablet computers 606 $aThree-dimensional imaging 615 0$aGeometry$xComputer-assisted instruction. 615 0$aGeometry$xStudy and teaching. 615 0$aTablet computers. 615 0$aThree-dimensional imaging. 700 $aBertolo$b David$0964965 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910137138103321 996 $aInteractions on digital tablets in the context of 3D geometry learning$92189331 997 $aUNINA