The chapter illustrates how interactive knowledge-construction could be possoble in a small tutor group.
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Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.
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This paper describes explorations into related technology and research regarding the application of interactive video projection within physical education and the gym of the future. We discuss the application of exergaming in physical education, spatial augmented reality as a technology and participatory design with teachers and children as a design method to develop new concepts. Based on our initial findings we propose directions for further research. Further work includes developing new applications based on the wishes, needs and ideas of physical education teachers and children, incorporating opportunities provided by recent technological developments.
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