﻿ Casyopee - The jigsaw classroom

What they say:   I used Casyopée to help students solve optimisation problems. It allowed me to present students very open tasks. Students explored and found results that they had to prove afterward. Casyopée also helped students reuse basic strategies for solving.
What they say:   Casyopée is faster and more convenient than a calculator.... We have the geometric and algebraic side of the problem at the same time. It is easier to see how a function "reacts." It's useful and interesting.
What they say:   Casyopée makes it easy to calculate a derivative, to factor, to calculate zeros... and have a graph of the function next to it in the same window. It allows on a geometric problem to be able to establish variables that can then be used to study the problem by way of functions...
What they say:   Casyopee is a powerful application that can prove useful to both students and teachers It allows you to use various exploration and modeling tools, with the purpose of studying or teaching mathematical functions.
What they say:   Casyopee comes with lots of features. One of these features is the help provided for proving a function. There is also a feature for writing HTML reports that include the mathematical functions. Casyopee is guaranteed to improve the mathematical knowledge of its users.
What they say:   Besides the concept of number, the concept of function is the most important one in mathematics
What they say:   The notion of function is present in all scientific disciplines, and also in everyday life. Our experience as a teacher shows every day that it is a problem for many students. Situations with Casyopée can also be used outside of a technological environment and everyone will be able to reflect on her professional practice.

Collaboration continues with the IREM of Rennes by way of a new group

This new group is oriented towards the experimentation of new situations taking advantage of the "jigsaw classroom"

### The motivation of the new group is dissatisfaction

• towards the traditional course, which is most often of the dialogue course and which, under cover of participation of the pupils finally gives them little responsibility for their learning,
• towards to the "reversed class", which is now widely used in secondary schools, which is widespread in all disciplines and is not very compatible with the personal work skills of today's high school students and greatly individualizes the learning process ,
• towards "traditional" uses of ICT, whether they are in the classroom (the problems of the dialogue course) or in the computer room where the students are often very guided in their manipulations and where there is little exchange outside the pair of students working together on a computer.

### The objectives are

• To give more responsibility to the student in learning,
• To involve all pupils
• To foster collaboration between them.

### The modalities are in four phases.

• A phase of problematization that can be individual or in group, or at home.
• The students are then divided into groups of experts who work on an aspect of the theme from a document and other supports.
• Then the groups are mixed and in new groups, each expert develops his aspect of the theme for the others, and the group elaborates a report.
• Finally, there is an entire class synthesis

### The work may be

• about a notion covered by a chapter of the course,.

In the first case, the groups of experts work on different aspects of the notion and the "mixed" groups work on a synthesis in the form of a written course.
Example, for the notion of logarithm, we distinguish the algebraic properties, the limits, the graphical aspects, the derivation ...

In the second case, the groups of experts work on different approaches to the problem and the mixed groups work on a synthesis of these approaches.
For example, for a problem of modeling the main cable of a suspended bridge (see here), the approaches correspond to different domains of modeling: Statics, Geometry, Algorithms, Mathematical Functions

### The contribution of ICT

The Casyopée software provides possibilities of expression and helps the resolution in each domain. For the algoriths, a specific programming module has been developed.
Other TICE are used like websites, or videos, or other software. ICTs are resources for students working in groups, rather than the support of individual guided activities or pairs in the computer room.

Creation date : 06/12/2016 - 18h26
Category : - --New--