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Manual DME authoring tool

1. xi Checkabletor not Include in grading or not loglD Start expression Text LI Title ELE WET O C Ideas test C subst i HAAG Problem 1 Box C Calculator Calculate a b Answer model _ Feedback L Your own AA MAG O Ha bi Score Points Equivalent 0 Form W Exact 10 OK Cancel Formula answer box wit e Height 400 1 Full width L Popup a 11 19 b 14 15 18 gt problems Options Practice M PN 4 a Definition of the random parameters The random parameters that are used are defined in the bottom right window They are always integers There are two ways to define them e Using intervals a 2 9 use exactly two full stops between the boundary values e Using sets a 7 5 3 a list of possible values separated by commas A combination is also possible for example a 1 9 11 19 It is also possible to use parameters that have already been defined in defining new parameters For example if b has to be smaller than a we can define b as b 0 a 1 The definitions can also contain expressions of already defined variables Manual Authoring tool 60 October 2013 b Using the random parameters The random parameters can be used in the answer and in the starting expression but also in the text of the assignment and in some other components such as the graph tool If they are used in the text they must be entered in
2. G dwo Depend Humber dwo pu A 3 Bed Y o Show Object C was Show Label de Animation On Oa 1 CD Awiliar Object Oest Copyto nput Ba O d 1 3 poly Rename O Awdliaw 7 Delete Object Properties After fixing the object hiding the algebra window and slider and pressing OK in the Geogebra editor the authoring tool of the DME will look like this Manual Authoring tool 53 October 2013 800 p malasa E a lt Tekst E Titel Nieuwe editor versie Bestant ewerken s EO Alle modules Joa amp I o e Bf Standaard DWO modules J Modules DWO project ontwikkelom 9 Projecten Handleiding Voorbeelden nieuwe featur 9 Letterrekenen kijk hier eens na 9 Voorbeelden nieuwe opties 5 cm Persoonlijke werkmappen Werkmap Michiel o Werkmap Gerard Werkmap Mieke o O Mieke practicum Bodi o DO RME Mieke o 4 Mieke CheckSleepUn o 4 Mieke gonio o 4 Mieke NWD o 4 Mieke probeersels gc 4 Mieke Voorb Handl a Template Leeg Template Expressi Template Vergelijk Template 2 kolom Template Vergelijk Randomiseren ongelijkheden Variabelen voor random parameters keuze en sleep a vorm p 1 5 grafieken geogebra geogebra nakijken problems Oefenen v 2 Cirkels en middel 0 4 Mieke wortels dh ee NG 0000 Cab db And this is what the student sees ES grafieken x Opdracht DDO d Scare Totaal Manua
3. Manual Authoring tool 79 October 2013 In the Check drag drop unit s editor the options Target object as collection area and Check using values of drag objects are selected Checkabletor not Include in grading or not lol 321 0Fb Mumber of drag objects 49 Score Mumber of target objects targetobject as collection area _ Randomize positions L Snap to target object Snap margin L Check on fixed targets for drag objects Check using values of drag objects a las F y Ty dy Ar 3 width 110 Height 35 C Full width C Popup Manual Authoring tool 80 October 2013 20 Check value unit Example Check coherence This answer box can for example be used for an open multiplication table This is what the student sees Problem 8 Rewrite 4a 7 9a without parentheses You can use the table An answer in the table And this is the feedback a student receives Problem 8 Rewrite 4a 7 9a without parentheses You can use the table An answer in the table will be checked but will not be marked Rewrite ra p ga without parentheses You can use the table An answer in the table i Will be checked but will not be marked With parentheses HEDE ga Without parentheses There are five text boxes each with a simple formula answer box in it In each of these answer boxes the option Check is not selected Manual Authoring
4. This option is very useful for creating and checking tables 17 October 2013 Answer box with pop up In a simple formula answer box and a simple equation answer box an answer box with steps can be offered as a pop up Settings Checkabletor not Include in grading for nat logo Box C Calculator Answer model _ Feedback CI Your own Mug a mas O score Equivalent Exact width 50 Height za TJ Ful width C Popup This is what the student sees Problem 1 Calculate 40 3412 4 E The student can perform the calculation in a pop up which appears on clicking El Problem 1 Calculate 40 3 12 4 GEES 2 MAA AE dT 40 36 12 A 12 16 After closing the pop up the last line will be automatically pasted into the small answer box Problem 1 Calculate 40 3 12 4 16 YE Manual Authoring tool 18 October 2013 4 Formula answer box or Template Expressions step by step An important and large group of mathematical tasks has an expression as answer Some examples Perform this calculation Factorize this formula Calculate the function value for a certain value of x Simplify to one fraction Set up a formula for the volume as function of the diameter Give the derivative of a certain function The DME offers feedback on the correctness of a given answer To be able to do so the software needs to understand the meaning of the expre
5. 2 points out of the available 10 Self test The answer is only checked when the Check button is pressed after finishing the series of assignments Checking more often will affect the final score When checking the self test the DME does not only indicate incorrect answers but also correctness of each step For example vi o 8 mp mes 4 T 4 Mx 5 4 2 x 10x 25 4 2 20x 50 A E E ROK SC 20x 54 Test The test can only be checked by a teacher Practice endless A button is added to let the assignment be repeated only useful for randomized assignments The selected option is active for all pages in an activity Under the heading Check options the Options panel offers some more settings for checking and marking student work You could for example set a time limit in which students should finish the tasks in one activity Manual Authoring tool 59 October 2013 14 Randomizing assignments It may be a good idea to make assignments with random parameters for a number of reasons e We may want every student to have a different assignment so answers cannot be copied e It is an efficient way to generate a series of assignments of the same type e If they want to students can use the same series of assignments more than once by initiating them again option infinite practice Below an example of a randomized assignment is given
6. Edit View Options Tools Help Save option Border Resetoption Check C Using checkDWO Using created objects Desired objects Omer Height 400 2 Full width C Popup Click Desired objects and fill in the objects x MAME VALUE SCORE Object 1 PerpendicularBisector A B ho Object 2 PerpendicularBisector B C ls Object 3 IPerpendicularBisector A C ls Object 4 lo eel o Object And this is the result Manual Authoring tool 57 October 2013 Constructing perpendicular bisectors In the screen to the right some buttons are left out rl possible to draw the perpendicular bisectors of the Construct the perpendicular bisector of A and B Todo so first draw two circles with the same radius and centers A and B Construct the perpendicular bisectors of BC and AC Manual Authoring tool 58 October 2013 13 Practice or assessment Step by step feedback is a powerful option but it has some downsides as well It may evoke unwanted trial and error behavior and the student may lean too much on the feedback and unlearn self checking Therefore different ways to minimize or delay feedback and avoid trial and error behavior have been implemented There are five options problems O Level 2 Practice v dh ap Practice endless Practice Every step is checked Errors can be corrected endlessly without losing points Practice game Every error costs
7. Link object width 135 Height 35 CI Full width C Popup eB El Checkabletor not Include in grading or not Mumber of drag objects E score 10 Number of target objects a _ targetobject as collection area Randomize positions Snap to target object Jumps back Snap margin 20 C Check on fixed targets for drag objects Check using values of drag objects a Pl 2 y D Pt 2 VD VA xx width 110 Height 35 C Ful width C Popup Manual Authoring tool 78 October 2013 Example 4 Target object as collection area Build the collection of tiles with the description 3y 2 2xy 4x y 4y 1 Then name the collection using the simplest algebraic expression you can In the example above there is a large collection of drag objects but there is only one target Each drag object gets its own ID and the value that is also shown on the object FA Layout text box Boner KI Background Color Floating above text C Other font foo A ogo C random Rounding corners lo Rotatioin angle lo Center horizontally Center vertically C Fit height C Fit width Number of rows 1 Space 2 Number of Columns 1 Space 2 C Table borders Margin left 0 Margin up 0 Line space 0 User interaction ID 49 value default xy C Selection object Drag object C handle C Drag target C Link object width 63 J Height a3 CI Full width C Popup
8. We Full width L Popup This construction may seem devious Wouldn t it be easier to give in 2x y 3 directly as the answer model However the answer model should always be in the form variable as this allows for substitution and checking equivalency of expressions Manual Authoring tool 35 October 2013 In the example above equivalent expressions will not be recognized Problem 1 Problem 1 Write this equation in the form ax by C Write this equation in the form ax by c aen nn a dT eN Ee dT This equation doesn t have the right form vet The is a correct equation If the second answer should also be marked correct it should be added to the form box in the answer model VIO oO ng LTO Marks The marks that are awarded can be split When using the option Exact it is possible to already award a part of the marks for an answer which is only equivalent Test values The DME checks for equivalence using a set of random test values from the so called test value interval which is set on 0 5 by default Usually this works fine but for some specific tasks other test values are necessary An example is the following task la Simplify lx The solution to this task should be x but if the DME only checks for positive values the answer x will also be marked as equivalent Therefore the test value interval should be adjusted such that also negative values are checked To do so right click o
9. a formula box The random variables that are defined are substituted when the activity is started but this only happens if they are between hash tags The placement of the hash tags is important since if possible the expression between the hash tags is simplified at any rate the numerical values will be evaluated In the above example we gave a b as the solution together with the option exact Here the calculated value is desired Using a b would not work as it would not calculate the value A wider placement of the for example ax b instead of a x b also avoids expressions like 1x 0 which would be turned into just x if a 1 and b 0 The example below once again shows what the influence is of the different positions of the a b and p all have the value 1 Compare the placement Hat RR TES fabia ja a Le Babe c Randomized fractions The random parameters are always integers Randomized fractions can be created by dividing two random parameters for example HH where a and b are random parameters If a gt b the fraction will be simplified to a mixed fraction If you do not want to use mixed fractions use a 0 0 b The symbol can be found in the keyboard which appears on clicking ap and also by pressing Ctrl Alt and c at the same time d Functions for random parameters In the DME there are some useful functions for random variables The round functions can be
10. be used xl Checkablefor not Include in grading or not J ioalD start equation C Strategy version O Ideas test AA AE O C Strategy version C Cover up method version e Arrow Operation buttons diser subst operation buttons extra Answer model Feedback Box C CAS test WT OD 4 i more ap substitutions Score Equivalent Form e Answer needed Exact Equation answer box wi Height 400 e Full width L Popup Now the student can fill in no solutions and that solves the equation correctly x 3 0 HO solutions Y However often the student will first have to make some intermediate steps before he she can conclude that the equation does not have any solutions This is problematic as there is no solution to check the equivalence with There are two solutions to this problem e The first solution only works for quadratic equations As intermediate solution the coefficients of the equation are given Answer model NG gE 2 D mare ap 1 U 3 x HOHE Now it is possible to do intermediate steps Manual Authoring tool 27 October 2013 e Asolution which also works for other types of equations is the use of complex numbers The complex solutions are given as intermediate solution Answer model Feedback UT gE T E mM mare ap 1 sA x ijdorx ij x none Manual Authoring tool 28 October 2013 6 Equation answer box with s
11. design and layout in the DME A few examples e Highlight texts using background colors with or without border e Different font type size color e Arrange text and other components in different blocks on a page using floating text boxes e Make tables using text boxes with several rows and columns Moreover text boxes play an important role in the design of selection and drag tasks which we discuss in chapters 18 and 19 Also see Randomizing text boxes To create a text box click the text box icon LJ in the menu bar A window with several options appears The options in the grey bottom bar also appear in many other DME components Here you can set some general properties of the component you re creating width 50 Height 25 E Full width C Popup Width and height Here the size of the component is set The option Full width gives the component the full width of the text box in which it s contained After adjusting width or height press enter to immediately see its result in the preview To prevent the text box to be smaller than the text in it it is advisable to select adjust height in the text box options rather than setting a height in this bar Pop up It is also possible to add the component as a pop up window to the assignment A small symbol will then appear in the text which reveals the component after clicking This can be useful to use the limited available space efficiently or to initially hide
12. selected options are considered Score Points Equivalent lo Farm Answer needed 10 Exact Equivalent The option Equivalent is selected by default If this is the only selected option every equivalent answer will be marked as correct final answer the green tick mark appears Answer needed The option Answer needed only appears in the answer model for equations and is selected by default However tasks can be designed in which the final answer is an equation rather than a solution to an equation This can for example happen in modeling assignments In such cases the option Answer needed should be deselected Exact With the option Exact the designer can indicate that the solution should be written in the same form as the answer model For solving equations the option Answer needed should also be selected Some trivial variations are allowed if for example the answer model states x 3 then 3 x will also be marked correct Is the student s answer equivalent but not exactly the same the orange tick mark will appear together with the following feedback x 121 pm roma xY18 or x 121 Y The solution is correct but not et in the right form Within the option exact the designer can also allow more than one form to be marked correct The alternative forms are separated by two colons Example x 30rx 1 1 25 For this equation besides x 3 both x I1 and x
13. tool 81 October 2013 The text boxes have ID s 1 to 5 As the order of the different columns is not important only the coherence in the different columns is checked The answer box editor looks as follows __ fa Checkable or not C Include in grading or not C logib Humber of objects E Score 10 C Check seperately Check in coherence el aa an width 110 Height 35 C Ful width C Popup In the first line 4 is added after the formula This 4 indicates that the feedback on this line correct wrong should be indicated in the text box with ID 4 Manual Authoring tool 82 October 2013 21 Extra navigation possibilities Navigation in the DME is pretty straightforward and usually a student is free to navigate through the modules that are assigned to his her class However for the designer there are several options to have more influence on the students navigation Navigation between activities Goto It is possible to let students jump from the module overview to a specific activity or let them jump between activities For example NA Water wereldwijd Water is geld Water en microkrediet Branne Consumptie van Minigarts water in Nederland HJ When a student clicks one of the circles he she will be directly sent to the activity HQ Over each picture a floating text box is placed which acts as hot spot Layout text box C Border C Background Color Floating above t
14. with many options opens Select new version 3 xl Variables of the function new version _ editable kh Variable y axis ly C y editable Variable x axis Show axes wt Aves Grid _ wide _ positive wt Axis numbers C Grid for Pi L y positive Options graphing tool e Zoorn option e Trace option Drag option vo 0 Ng oO C Graph drawing tool _ Table taal Function editor Different colors Formal function notation 164 di etc width 300 Height 400 C Full width C Popup Manual Authoring tool 45 October 2013 The graph component contains several task types E a KOY E Ta a trace choose the type oftask Kd choose the type of task find the formula for a given line graph find the formula for a number of graph points draw a number of points for a given formula draw the points from the table in the graph vil lal eel nn aal ans width 300 Height 00 C Full width C Popup For example draw a number of points for a given formula woerin de funktie editor hierbeneden de antwoordformule in VI OP 0 B r4 Accuracy pixels E Minin number of points 5 blaximum score 10 width 300 Height 400 C Full width C Popup Manual Authoring tool 46 October 2013 The students can draw a graph using the pencil AA YE mie lass From graph tool to picture The graph component can be used as a graphical tool for the students in which th
15. you can use the button ave window appears Save configuration q x Ifyou save this new configuration the result of the older items will be removed The following Are you sure YOU want to save this configuration Manual Authoring tool 10 October 2013 This is intended as a warning if students have worked on this activity all their results will be deleted This will even happen if only very minor changes are made to the activity This window will also be shown after clicking the button At that moment you can choose whether you want to save the adjustments you made or not f Creating a new activity To create a new activity inside a module right click the module and select Add new activity 9 7 Grade 6 g Mot D Add new Activity N o 3 Grade o CT Grade o CT Sietske o ST mic E amp I o C9 Gerard Eat o CT New vel Rename o Mieke Delete module Module o CT Peter o CJ ICMI 2013 nyiranrr A pop up appears which shows all existing activities in the standard modules Add new Activity Choose Activity En Show All A B C D E F G H 1 J K L M N 0 P Q R S T U VW W Xx Y 2Z All O Template 2 column O Template Empty Template Solve equations O Template Symplify Expressions Algebra arrows Back to x C Algebra arrows Build the formula Algebra arrows Equivalent formulas O Algebra arrows The shortest chain QO Differentiation Polynomials C Differe
16. 1 25 will be accepted as final solution whereas for example x 3 will not Manual Authoring tool 34 October 2013 Form By selecting the option Form a formula editor appears in which a specific form can be set which a correct solution should have Example 1 ear If you want the final answer to be vi 0 0 sr LO a fraction the following will be ema Points inserted in the form editor L Fl pa o Form 10 In this expression Q represents E Answer needed an arbitrary expression The Qin DO Eat the numerator does not have to be the same expression as the Q in the denominator The option Answer needed actually is a special case of this option Form namely the form x Q in which Q is an arbitrary expression Example 2 Another task type is a task in which the equation for a line has to be found in the form ax by c The answer model would be y 2x 3 and as correct form the following will be given 2x y 3 Problem 1 Checkablefor nat Include in grading or not Write this equation in the form ax by c Start equation RG io 0 7S vi D os y x 3 possible answa Answer model _ Feedback tia 1 LOTE 2x 3 z 7 The is a corect equation substitutions NA NE 4 TO Score Points 2 j en x P wi Equivalent 0 Form 10 _ Answer needed _ Exact OK Cancel Equation answer box wi w Height 400
17. 4 Strategy version y _ Strategy version 2x 25 L Coverup method version 3 Je x 127 If this option is selected students are keka inn x forced to choose one of the operation buttons as no empty line appears to type in a new equation manually The operation buttons will be shown automatically b Strategy version oo Ore tl AW Al LT 2x 9 34 _ Strategy version ys Strategy version _ Coverup method version The difference between this option and the previous one is that after choosing an operation the student gets an empty line in which he she should fill in the next step him herself loo 8 Dee PA ee Mao DA Al T c Cover up strategy 9 34 _ Strategy version _ Strategy version x 125 Coverup method version Y a a nae x correctly With this option students can practice using the cover up strategy Select a part of the equation with the cursor then let go of the mouse button The selected part will appear on the next line This part can be used to create an equivalent equation etc The designer can combine the cover up strategy with vO MT IG elle sal we nn 80 T operation buttons to offer the student the possibility to 2 sinix 1 choose and switch between different strategies An example is shown at right The equation is solved correctly Manual Authoring tool 33 October 2013 8 Types of answers When checking students answers the
18. 49 0060 0061 006 ONES 0004 0005 0056 OO 0055 0007 0000 001 00 0093 0044 0095 006 OOAF OO As 0092 0100 0101 010 0105 0104 0105 0106 O10 01065 010 J Tm am Tt oo Em Manual Authoring tool 0110 0111 011 0115 0114 0115 0116 O11 0116 0114 01 0 01 41 01 4 01 45 01 4 01 5 01 6 01 7 01 65 01 3 0130 0151 013 0133 01 34 01 35 0136 013 0130 013 0140 0141 O14 0143 0144 0145 0146 0147 AHH ANA RE TOF ToDo 0145 0149 0150 0151 0152 01553 0154 0155 0156 0157 01565 015 0161 016 01653 0164 0165 0166 O16 01665 016 010 0171 0172 0145 014 0175 016 0172 015 0179 0150 0101 01502 0105 0104 0155 0106 43 mz IU E GNG AT YNHO la Java L o O16 O166 0159 0190 0191 O19 01953 01194 0195 0196 0197 01195 0199 0 00 0 01 0 0 Ons O04 0205 0 06 O40 000 0209 010 0 411 0 41 0213 0 14 015 0416 coo Pi BI PJ HHH HO 00 II Oo oO Pa PI Pd Ph PIP LI H A O22 mo A X OO Oe SA eee PT TT AAA eeen MH Ee ge 0224 0225 0226 0227 0228 0229 0230 0231 0232 0233 0234 0235 0236 0237 0238 0239 0240 0241 0242 0243 0244 0245 0246 0247 0248 0249 0250 0251 0252 0253 0254 0255 i DA CC Oe Oo a O Or Iz ee se U ql wo Coz Co DU Eu October 2013 11 Extra components and layout possibilities a Text box ih CH amp 080 Text boxes offer many possibilities for
19. Check using values of drag objects width 110 Height 25 C Ful width C Popup Manual Authoring tool 75 October 2013 Example 2 Check using values of drag objects In this example in Dutch the product of the two drag objects in each line should be 18 Water in de toren b Zo n tank van 180 m is 10 meter hoog Wat kunnen de maten zijn van zo n tank als je alleen een geheel aantal meters gebruikt hoogte 10 m lengte om breedte m hoogte 10 m lengte m breedte In de watertoren van Den Bosch B zit het water in twee tanken die de vorm hebben van een balk In elke tank past 180 m water hoogte 10 m lengte m breedte 90000 1000 The design is very similar as for the Check drag drop unit using fixed targets The difference is The drag objects each get a value In the example the drag objects get the same value that is shown on these objects xl Layout text box Border 1 Color Background Color Floating above text C Other font PE p pl N wT C random 118 Rounding corners Rotatioin angle Center horizontally Center vertically C Fit height C Fit width Number of rows 1 Space 2 Number of Columns 1 4 Space 2 _ Table borders Margin left oi Margin up oi Line space lo User interaction D 10 value default 18 C Selection object lv Drag object C handle C Drag target C Link object OK Cancel Width 25 Height 25 C Full
20. G ee 52 Di pre o REST APA AP AA PP ae AA ie 52 Random parameters a APA APA PART 52 Checking Geogebra constructions ooo eso eeenseeensserssserenssvensserenseren 55 a ene AU ase Ae PAPA PP AA APP 55 b Check using created objects eos sede Go ee EG se ee Ge ee Ged ee veren 57 13s Prachee or assessments NANG densa ANGKAN GAGANA 59 Aen 59 Pia tiEe OMS verteert AA AA AA Ee EE 59 EE 59 ESE oren Pe EE OE EE OE GENS 59 re a e sagel e csi teo tl tant to bless 99 14 RandomiZing assienments sssessensserseenssedseenssenssen eend GE Ge o 60 a Definition of the random parameters sesse esse sesse ee ss Ge eve ee Ee Ge Es Gee se ee 60 D Using the random parameters eos en se ee ss Ge RSG de Ee Ge ancora nooo 61 Es Randomizea actions sis Ke nidos lorca idilio leidas 61 d Functions tor random parameters ss isi OSSE N GE GO de EG N EG EE GO Ge 61 e kandomizing text DOXCS sos GEREG OS ER RA DE SG OS GR SEA DE DE EE GES SR EE De DI 63 10 FO ODN E AO OR EE ED nee New OE AE ae eee neen 64 16 Substitutioris in ENE answer model ss SEE ERROR ED IE DE EE SE De EE AR EE AR EE EE GA 67 Manual Authoring tool 4 October 2013 17 Multiple choice answer DI DAN ANN NG GAGANA GR GE eg 69 18 CHECK selection UIE ANTO Si 70 Example 1 Multiple selections possible evens oeonsseeens ovens sen 70 Example 2 Check selection with a formula oves oo ee EG Ge Ese ee se ee 72 19 Check diag drop OOIE ses aNG SS EG Ge ED RE ER RE nikon 74 Exam
21. HEF P P HE P P P HE P AN AV HE AN P AN E P P E 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Manual Authoring tool 73 October 2013 19 Check drag drop unit Example 1 Check on fixed targets for drag objects The correct order Drag the fractions to the gray boxes and sort them from small to large e First the drag targets are created Again these are text boxes At least select the following options Floating above text Drag target Other settings are the designer s own choice e In the text box editor each object should be given an ID The first object gets ID 1 the second ID 2 etc The first target of the example above has the following settings Layout text box Km HOO O C random earn C Border lv Background Color Color es lv Floating above text _ Other font o Rounding corners d Rotatioin angle C Center horizontally C Center vertically C Fit height C Fit width Number of rows 1 Space 2 NumberofColumns 1 Space 2 C Table borders Margin left o Margin up oa Line space ao User interaction D bi value default 0 Selection object Drag object w Drag target Link object Lok Cancel width 34 Height 49 CI Full width C Popup Manual Authoring tool 74 October 2013 e After the targets the drag objects are created Make sure that in the text their
22. Manual Designing in the Digital Mathematics Environment Version October 2013 i e nd Digitale WiskundeOmgeving zi WWW FI UU NL WISWEB WWW FI UU NL DWO Manual Authoring tool 1 October 2013 Introduction The DME Digital Mathematics Environment is a web based learning environment designed for the subject mathematics It offers schools the possibility to offer students part of the mathematics subject matter digitally e Registration facilities on a central web server store student work and turn the DME into a kind of digital workbook Teachers can see student work in a score overview but also per student on a detailed level e An authoring tool gives the teacher the opportunity to design activities himself This may be done by changing existing activities but it is also possible to design entirely new activities In this manual we explain how entirely new activities can be designed October 2013 Mieke Abels Peter Boon Sietske Tacoma Manual Authoring tool 2 October 2013 NCP OCUIGUION icons OO EE A RE EE 2 1 Editing or designing new activities oe de se ee Ge Ge ee ee Ge Ge Re ee eg ee 6 Creating a new folder B ese se se se se se se se se se ee ee se ee ee ee ee Ge Ge Ge Gee 7 b Copying a module 4 to a different folder TJ eenen eneen 8 Es Coping an activity D AA Ge Do 9 d Merging two activities issie dees bes SS EE RE Ee SE de Ee De GE DE De tied 9 e Adding deleting and swapping pages in an a
23. W Scroll in invoervakies le Zoom in tabellen O Meen Viewer e Draalbaar bruippunten bq kubus Graphs 3D p p5 arrosstashen mik ke ge 4 a veranderaar 017 015 vl Dverantertessr weeg ee stegen vl aalas weer le Geer Y as weer vl Deal ater veer n weer le Geer sider voor p weer BE aber vaar sucrase weer le Geet vege tusan d n en twee grenen vl Deal noordse weer 7 Geet varzerdak maer t 5 10 15 Pol 2 n TEIT pez10 0 0278 O POSTE 04708 La Twee grenswaarden ok Li N w Bede 502 Hoogte 450 C Vok tooti Popup Block programs Note El ine pasta ad allie vicio 7 NG O iran D gana Fi mad ER GA rvan an lm a ae egte mi RETESZ A Bern n sag breed E lar MAMA aa J aga ma eter inf T BRE Eea L er l ha x LA CA an beg en AER KAYA 1 UH iss E heer un Open ga Hi F2 OSTT Des EIEN L Manual Authoring tool 50 October 2013 Probability trees eha teken UHH NG VEREER f Geogebra f In the Geogebra window a new Geogebra design can be constructed The option File open can be used to import an existing Geogebra file For more information on Geogebra and the DME see Chapter 12 230860 The number line can be found in the list of answer boxes g Number line Small formula answer box Small equation answer bo Text answer box Check text answer box Choice answer box Check selection unit Check dragid
24. a next page once they have at least that percentage of the maximum score As long as they have not obtained this score the next pages will be disabled In the example below the student has correctly solved all tasks on page 1 He she can navigate to page 2 but not to the pages after page 2 ia eel a ij zas dala lali haa dat ee Tt LT Problem Q G 3 4 5 5 7 8 All again Score 30 Total 30 To indicate conditions for specific pages select Conditions per page Now click the button Conditions and the following window appears NEE From page To page Pages for score Cut off perc DT y T 7 Sart Manual Authoring tool 84 October 2013 Here you can fill in conditions With the arrows you can add and delete lines The example below illustrates how this can be filled in Frompage To page Pages for score Cut off perc Bo W ps fo 3 le Bo The first three lines describe the following procedure A student will be sent from page 3 column to page 4 2 column if his score on pages 2 and 3 3 column together is less than 50 4 column of the total maximum score for these two pages If the student s score is between 50 and 80 the student will be sent to page 6 and if the score is higher than 80 he she will be sent immediately to page 8 In the same way on page 4 the score for page 4 is considered If this is less than 80 the student will be sent to page 5 otherwise to page 6 Extra opt
25. abletor not Include in grading or not C log ID Start equation 4 C Strategy version O Ideas test sil lins id TONE O Strategy version C Coverup method version er Arrow C Operation buttons diser C subst Operation buttons extra Answer model C Feedback Box CAS test AAA ass i 5bo0rx l il lt x lt 5 substitutions With these settings the student will automatically receive feedback when the final solution to the inequality is not given yet Manual Authoring tool 38 October 2013 Problem 2 vo oo 2 M moe LT Solve algebraically BEE First find the solutions of the equation inequality rel or x 5 Give the solutions of the A inequality Problem 2 Solve algebraically hb x 6r 5 lt 0 First find the solutions ofthe equation and next give the solutions for the 5 inequality aa OT V The inequality is solved A Manual Authoring tool 39 October 2013 10 Texts and formulas Texts The task for the student is formulated using the text editor Working with this editor is very similar to working with other text editors such as Word or Notepad You can select text copy paste etc Moreover texts copied from other editors can be pasted into the DME text editor With pictures pasting from other editors is not possible Undo using the keys ctrl Z of the keyboard works the same as in Word but the cursor should be in the text box in which the undo should be performed The u
26. anchor points circles are placed after the anchor points of the target objects Insert a text box and at least select the following options Floating above text Drag object Other settings are the designer s own choice e In the text box editor each object should be given an ID The first object gets ID 1 the second ID 2 etc This has to be done in such a way that object 1 corresponds to the target with ID 1 etc e When all objects are created the Check drag drop unit is added Make sure the cursor is placed after the drag objects and targets objects e Fill in the number of drag objects and the number of target objects It is possible to have more objects than targets or vice versa Select Check on fixed targets for drag objects e Snap to target is an option you may or may not want to select depending on the design If this option is selected you can also indicate the accuracy with which the student should place the drag object The larger the number you fill in for Snap margin the easier it is for the student to put a drag object on a drag target If desired the positions of the drag objects and targets can be randomized Checkablefor not Include in grading or not EJ logib Mumber of drag objects E Score 10 Mumber of target objects E C targetobject as collection area Randomize positions Snap to target object L Jumps back Snap margin 20 Check on feed targets for drag objects
27. ant to add the pages Right click on this activity and select Merge Manual Authoring tool 9 October 2013 EJ Modules DYYC prajert ontwikkelomgeving o 3 Summerschool 2013 o CJ Grade 6 9 c7 Module E Construg o 3 Grade 7 o 3 Grade 8 o CT Sietske o OF mic E amp F merge o CT Gerard l k amp CT New versions M zul o CT Mieke Rename o 7 Peter Delete Activity Construct the formula 1 oC ICMI 2013 e Adding deleting and swapping pages in an activity It is very well possible that you like an activity from the standard modules but would like to add a few more pages or delete some of them If this is the case you can copy it to your school s folder and edit it After selecting the activity and clicking the button eat you will enter the real authoring tool With the arrows close to the red balls at the bottom of the screen you can add delete and swap pages By clicking the right arrow next to ball 3 a fourth ball is added 2 a Gb This is a copy of the page which is currently selected in this case e page 1 By clicking the left arrow next to ball 3 the last page in this case page 3 will be deleted Using the arrows under the selected page you can swap the current page with one of its neighbors With the third button in the blue bar Preview you can see what the page looks like for the student without having to save the activity already To save the adjustments you made
28. appears in which a name can be given to the new folder New Module folder XI o Folder name Description Next click OK Using the Edit option Click on the school s folder and the Edit button appears in the blue bar at the top of the screen Digital Mathematics Environment Freudenthal Instituut When you click this Edit button the navigation panel is frozen the text turns gray and in the rightmost panel the existing folders and modules appear Stop editing File Edit i Add new module Add new folder All modules o 7 OME Math Environment mA Grade 6 So TA o Modules DWO project ontwikkelomgeving Grade park ZA Grade 8 Jar A new folder can be added using the button Add new folder A pop up appears in which a name can be given to the new folder Manual Authoring tool 7 October 2013 PA New Module folder x O Folder name Description Fill in a name and click OK After clicking the Stop editing button the navigation panel will be activated again b Copying a module 4 to a different folder 3 Right click on the module a pop up appears Click Copy File Edit o All modules 9 1 OME Math Environment o CJ Math Secundary Education o CJ Algebra 3 CJ Exercises Arrow chains o I Om e TC e formula o 0 From formula to formula Next right click on the folder that you want to copy the module to Make sure this is a folder inside the school s folder Again a p
29. ate Equations step by step Another category of mathematical tasks consists of equations that have to be solved For these tasks stepwise feedback is again a powerful feature After all the steps towards the final answer are all equivalent equations that if everything goes well get less and less complicated Because this equivalence can be checked feedback can be provided on the steps the student does We will first give an example Text DJ Title Mew editor version JO gE i 2 i more ap E TI Te ee The equation in the left hand column is made using the formula editor Fit This formula can be selected with the cursor and then be copied and pasted as starting equation in the answer box To open the answer box editor just click the answer box Copying and pasting this way is easier than retyping the equation Now click the button Possible answer and the correct solution appears XI Checkabletor not Include in grading or not C loglD Start equation LI Strate gy version C Ideas test a k s s szal PE O C Strategy version Cover up method version e Arrow Operation buttons discr subst operation buttons extra Answer model Feedback Box L CAS test UT OD i 4 mM mare ap 3 4 x TA se 4x r lorr lorr d substitutions Score Points Equivalent lo L Form e Answer needed 10 Exact Equation answer boxwi e Height 400 H Full width L Popup Copy this solu
30. bjects can be randomized if desired Checkabletor not Include in grading or not Mumber of selection objects E Score 10 hr 1 Mr 2 Mr 3 CJ Mr 4 Check by using a formula Randomize positions Multiple selections possible LJ Nr 5 width 110 Height 35 C Ful width C Popup Example 2 Check selection with a formula Click a box to color it Click it again to Each object has its own ID and value 1 Manual Authoring tool 72 October 2013 Layout text box O Border h C Background Color C Floating above text C Other font Rounding corners o o Rotatioin angle C Center horizontally C Center vertically C Fit height C Fit width Number of rows 1 Space 2 NumberofColumns 1 Space 2 C Table borders Margin left o Margin up o Line space lo User interaction D h value default 0 Selection object Color L Drag object C Drag target C Link object width 20 Height 20 CI Full width C Popup Checkabletor not Include in grading or not Number of selection objects 20 Score 10 LJ Nr 1 lel Mr 2 L Nr3 CJ rd Check by using a formula kal Nr 5 oo 8 Ors CJ Mr 6 LI Nr AAA GA ee ed eg rra LC Mra El Mr 10 LJ NP 11 LJ Nr 12 El Nr 13 El Nr 14 LJ Nr 15 L Nr16 LJ Nr 17 LJ Mr 18 El Mr 19 width 110 Height 35 C Ful width C Popup _ Randomize positions Multiple selections possible The formula is
31. ctivity enne 10 f Creating a new activity ee se ee Goed EG se de Gee Ese de Ge ee Gee ee veren 11 g Making a backup of a module siese sesse sesse ee ss Ge Ese de se Ge EG Ge RS de Ge ee ee 12 h HOPES a Dack 0 en 13 2 Templates OVERVIEW ss szesszel ii iia 14 AA AA AA 16 3 Answer boxes overview Hix HA E a Formula answer box with steps sevens evenssernsserensovenssernnsenn 17 D Equation answer box with steps even see EE see Ge de sevens 17 C Smat OCM answer pO NAAN 17 d Small equation answer box siese sesse dese Gee se ee Ee Ge GE Ge ee seven Ee Gee veren dee 17 e Te ANS NEN DON estepas ora 17 f Check text answer DOK O EUA In o A y 17 g CHOICE SWE DOK si AA BANA AA AA 17 h ne die AE RR EE TE ERA EE N 17 i CIC CK DF ACUTE AA AA AA 17 j AAA EE EE N OE EEN 17 ANSWER DOK Wit POD UP ss ie EA EE Ea Ee oe Ee oe cae 18 4 Formula answer box or Template Expressions step by step 19 USING Dn 21 5 Equation answer box with steps or Template Equations step by step 22 Asa ie die diie aNG GAD NAN NAIG TA NG eiseres eeb 23 Feedback built in intermediate and final answersS 24 Feedback built in rounding off solutions cc ccc cece ee cece eee Gee se ee EG Ge Ese ee Ge ee 26 ING SOON PPP OE AA PA PAA 27 6 Equation answer box with steps Operation buttons eveneens 29 a O
32. e various options are either active or inactive If all options are set on inactive the graph component becomes a figure Random parameters for graphs Within the formulas used in the graph tool the defined random parameters can be used c Htmi links KASO With this button a link to any web page on the internet can be added Important to know the complete URL so including http has to be filled in URLgegevens wijzigen Hi Text link URL http fvw wisweb nlen Wainidow width 400 Window height 400 OK Cancel This link will appear in the text on the position of the cursor blue and bold Such a link can refer to background information but also to tools available on the web such as Wolphram Alpha Moreover it offers the opportunity to show movies The page to which the link refers will be shown in a pop up window of the browser you use The specified width and height apply to this pop up window For this to work properly pop Manual Authoring tool 47 October 2013 up blockers should be turned off d Pictures f aos So You can use the button Ed to insert a picture After clicking this button you get the following window Cc title TE ele sels el Lee First add one or more pictures using the button file Not all types of files are accepted use jpeg gif or png Large files make the environment slow so it is useful to convert pictures to an appropriate size before uploading the
33. er of the answer box editor Checkabletor not Include in grading or not loalD Tai a Objectives B Objectives O C Ideas test O subst Subjects Algebraic skills Algebraic skills O Box C Calculator _ Trigonometry Fractions _ Differentiation _ Square roots L Exponents and logarit Powers _ Equations C Your own O Score Equivalent C Form Exact width 250 Height 250 CI Full width C Popup A window appears in which you can select one or more objectives When a student has worked on an activity he she can generate his her objectives overview by clicking the Objectives button at the bottom of the activity Manual Authoring tool 88 October 2013
34. ext C Other font Rounding corners 100 Rotatioin angle lo C Center horizontally C Center vertically C Fit height C Fit width Number of rows 1 Space 2 Number of Columns 1 Space 2 C Table borders Margin left o Margin up o Line space lo User interaction D o value default 0 C Selection object C Drag object C Drag target 2 Link object width 78 J Height 79 C Full width C Popup The option Link object is selected Manual Authoring tool 83 October 2013 By clicking Edit link the link can be inserted After goto fill in the name of the activity or the number of the activity FA URLgegevens wijzigen x Text link URL goto 1 Wind ov width 400 Window height 400 OK Cancel This option can also be used in activities for example to send students to an activity with some more practice or to let students jump to a more difficult activity Navigation inside an activity conditional navigation It is possible to determine the navigation inside an activity based on the performance of a student so far This can be done based on a percentage for the entire activity at once or based on different conditions for each page For both options you select Conditional navigation in the Options panel If you want to work with a percentage you leave Percentage selected and fill in the desired percentage Now students will only be allowed to go to
35. final solution the second given solution is required This approach can also be useful for fractional equations Manual Authoring tool 25 October 2013 Feedback built in rounding off solutions It often happens that students have to round off final solutions Stating these rounded solutions as our final answer would lead to trouble with the intermediate steps as these rounded answers cannot be used to check the intermediate solutions This problem can also be solved by inserting both intermediate solutions and final solutions xi Checkabletor not Include in grading or not loglD Start equation a DEE C Strategy version O Ideas test AAA UE O C Strategy version C Cover up method version e Arrow Operation buttons diser subst k operation buttons extra Answer modal Feedback Box C CAS test WT OD 4 i more ap r 5 orr Bix ml orx 1 73 substitutions score Points Equivalent lo Form e Answer needed 10 _ Exact Equation answer box wi Height 400 e Full width L Popup Now the intermediate steps can be done without any problems If the student does not round the final answer off by himself herself feedback will remind him her to do so The system cannot handle intermediate rounding off X 3 0 ng KPA o gs Manual Authoring tool 26 October 2013 No solution If an equation does not have any solutions the following answer model can
36. ion Unit The possibilities of the multiple choice answer box are limited It s not possible to have more than one correct answer and the answers will always be given in the same order An answering box which gives more possibilities is the check unit answer box With this answer box tasks can be designed in which students select one or more correct objects with numbers formulas pictures from a collection of objects by clicking them Example 1 Multiple selections possible Problem 2 which belong to the graph at right ytxt2 0 x 1 A task like the above can be created in the following way e First the selection objects are created These are always text boxes so insert a text box first e At least select the following option Selection object Other settings are the designer s own choice e In the text box editor each object should be given an ID The first object gets ID 1 the second ID 2 etc Manual Authoring tool 70 October 2013 The first object in the example is created with the settings shown below Layout text box fo HAAS Go C random PR v Border Color x 2y 2 lv Background Color Color v Floating above text _ Other font Rounding corners 25 Rotatioin angle 0 Center horizontally Center vertically C Fit height _ Fit width Number of rows 1 Space 2 Number of Columns 1 Space 2 C Table borders Margin left 10 Marginup 0 Line
37. ions conditional navigation e For both options for conditional navigation the item selection balls can be confusing for the student Therefore in the Options panel you can deselect Item selector and select Previous button and Next button instead e The number Total at the bottom of the screen is not very informative in combination with conditional navigation with conditions per page Therefore you can choose to select Progress instead of Total in the Options panel This progress percentage only indicates how far a student is progressed in the activity and does not give any information about performance or score e A third option for conditional navigation is Next page only if everything is correct green This is especially interesting combined with the Practice game mode This option forces the student to finish all tasks on the current page before continuing to the next page When Practice game is not selected this option is the same as conditional navigation with a percentage of 100 1 st Manual Authoring tool 85 October 2013 22 Detailed information on student performance The DME offers the teacher extensive possibilities for reviewing student scores and work With the options for Log ID s and Learning objectives these overviews can become even more detailed Insight in attempts and errors log ID s By using log ID s it is not only possible to see the students final answers but also
38. itor This enables the possibility to create tabs with possible answers all with their own feedback Answer model Feedback d Jl gE Ik a Mm mare ap feedback fod C Popup size Score 10 Equivalent be Eq Correct L Form Half Exact O Wrong An example of customized feedback We consider the following task Rewrite as one power 5 1 P P For this task the following five feedback tabs could be made 1 Answer correct Answer model Feedback ih The answer is correct when it Jn g 2 moe 1 2 3 4 5 4b 7 is exactly p Therefore the option exact is selected feedback fi Well done Score 10 Equivalent p be En a Correct L Form O Half Exact O Wrong Manual Authoring tool 64 October 2013 2 Answer almost correct On the second tab we check whether the given answer is already a power of p The textual feedback can be adjusted to that 3 Answer equivalent On the third tab we check whether the given answer is correct answer By now we know that the given answer is not a power so we comment on that in the equivalent to the textual feedback 4 Common mistake On the fourth tab a common recognized mistake is commented on Manual Authoring tool Answer model VIO 0 oO ng Feedback db feedback Pe FT 2 fo vi 000 Correct butthe exponent can be simplified score lo F F Equivalent ba Eq O Correct Pinay Half Exact O Wrong An
39. l answers as well as for putting many smaller tasks on one page The author can choose whether a box should be visible around the answer box A small equation box does not offer the possibility to make intermediate steps towards the final answer However it is very convenient for larger tasks with several partial answers as well as for putting many smaller tasks on one page In this answer box students can type an explanation in words and possibly add calculations These answers cannot be checked by the DME In this answer box students can give an answer in words which can be checked by the DME It is advisable to only use this answer box for answers consisting of only one word such as Monday g Choice answer boy With this answer box multiple choice answers can be created Only one answer is correct With this answer box tasks can be designed in which students have to select one or more correct objects with numbers formulas pictures from a group of objects by clicking them With this answer box tasks can be created in which students drag objects with numbers formulas pictures to certain targets This can for example be used to sort fractions from small to large or to connect graphs with their corresponding formulas In this task type to each draggable object a value is assigned This creates the possibility to add an empty drag object and let the student fill in the correct answer
40. l Authoring tool 54 October 2013 Checking Geogebra constructions To be able to check Geogebra constructions select Check in the Geogebra editor d x File Edit View Options Tools Help Verl AEON 4 Nie Cony 2 L Rand totaal aantal stukjes Parameters stukjes kleuren o kijk na mbv checkDWO _ mbv objecten Score O input E ee Ie OK Annu Breedte 400 Hoogte 1150 Volle breedte Popup There are two possibilities for checking Using checkDWO Using created objects For both these possibilities an example follows a Check using checkDWO First define a Boolean with the name checkDWO Input CheckDWO k 245 And press ENTER Now in the algebra window you can see TT Free Objects a k 2 35 3 CJ Dependent Objects O checkDWO true By right clicking checkDWO you can see its properties Manual Authoring tool 55 October 2013 Object Properties Object Boolean Value checkDWO l a y o Number Name checkDyvo a ly K Definition k LJAS S e y 5 eten Eer Show Object _ Auxiliary Object Delete Close these windows also the algebra window Don t forget to fill in a score And this is the result 2 Color of the bar Cf number of parts filled parts aa Y Manual Authoring tool 56 October 2013 b Check using created objects xi E File
41. m into the DME x T addpicture add edit The added pictures can be used more than once in the different tasks in an activity Therefore each picture has to be added only once mA After selecting a picture and clicking OK the picture appears in the editor When copying or merging activities the pictures will be moved too When a picture is not needed anymore delete the picture from the list of pictures When an activity contains many pictures also pictures that are not used anymore it will get very slow e Applets fw ch amp EH Li a The following applets can be inserted as components Manual Authoring tool 48 October 2013 Algebra arrows Building with blocks TJ No rotation LJ No buddingtbreaking down Li Choke buildbreak doer Perspective Front black arrow Front red beam 2 No Indication of from Lal Grid with heights Block buikding J views View from above Frontal view Mew from the night Output LP Operations gt CD say la gt E CD Bock Forward Tf 10 LL Gee Grid size 2 15 4 Cok Camu MON ere 500 Hoogte aso Civonetreecte Popup Cok Comu WN ereecte 500 Hoogte 30 C vatebraadta C Popup Flow diagrams Fruit balance Applet Calculations Flow width Options 3D construction component Enlargement Tigurenversia da nee e Draafbaar rooster Ja Nee alleen figuur _ Rand gay fguurdeur Pr
42. n Equivalent in the answer box editor Score Points Equivalent 10 _ Form _ Answer needed Manual Authoring tool 36 October 2013 The following pop up appears Keuze test Waarden x testwaarden interval is nu 0 5 Po Next fill in a new test value interval for example 5 5 Now the DME will also check for negative values of x and will therefore only mark x as being correct Note the absolute value should be typed using the button IL or using F10 but not with the vertical bar on the keyboard Estimations In some tasks an estimation of the correct answer is enough This can be indicated in the answer model using For example if the student s answer should be between 60 and 70 the answer model can look like this Answer model dou a my A545 Manual Authoring tool 37 October 2013 9 Equation answer box with steps inequalities Linear inequalities can be solved in the same way as regular equations Inequality signs can be used in the answer model and in the steps used by the student The gt and lt signs can be obtained by typing gt and lt respectively yl MB mee dT Ouadratic and other non linear inequalities are hardly ever solved directly First the corresponding equation is solved Then often graphically the solution for the inequality is determined Again the difference between intermediate solutions and final answers is used in the editor xi Check
43. nd 3 667 Manual Authoring tool 62 October 2013 e Randomizing text boxes With the option to randomize text boxes it is possible to offer students different tasks on the same page This generates many new possibilities On each tab of the text box a different alternative for the task can be created When editing the text box select random 4 car GG aa random la gi db Next the tabs can be created one for each alternative For example db KASH TG O Pl random la KRIEK 9 At 14 22 AM Anja takes the bus from Apeldoorn station to Hattem carpool How many minutes does the bus drive take bee ee eee EEEN CASES ee eee db fo Fo EO LO random 1 2 db At 3 49 PM Peter takes the bus from Apeldoom How many minutes does the bus drive take Because there are two options the following randomized parameter should be filled in a 1 2 Thea can be replaced by another character but then it also should be replaced in the text box next to random in the text box editor It is also possible to use more than one parameter Manual Authoring tool 63 October 2013 15 Feedback In formula and equation answer boxes it is possible to customize feedback for example to give specific feedback on common mistakes or to give students hints on specific given answers The built in feedback will be overruled by the customized feedback To customize feedback mark feedback in the answer box ed
44. ndo function works up to 12 characters back Text boxes offer many possibilities for lay out Therefore it is often convenient to put text but also pictures graphs and formulas in a text box More information on text boxes can be found in chapter 11 Formula box God H amp mg Lr g0 In the text for a task formulas can be easily created The fix button in the toolbar gives access to a formula editor which will place a formula in the text If the cursor is inside such a formula the toolbar will contain buttons with which formulas can be created ou 5 O mes pa Clicking the button Ur reveals the Fa keyboard shown on the right This keyboard contains more mathematical Fi F2 F3 F4 F5 F6 FF F8 FO F10F11 F12 symbols The top row of these symbols ona NG O n Ir Ta o N fo can also be obtained by using the keys VO LIE MO Le 0 Da La Pro HOE Lo Ko F1 to F12 For example when the kk klee elles doel ER lal la cursor is in a formula box use F4 to ladilla 2 ali rm create a fraction and use F1 to create a square root alal AS IE x del Pg ese d d I enter An extension with Greek characters is aba lis at 0 space obtained by clicking P Fi ss ala ala sila aaa aag ia aba wa aka TT empeg ls u ln in ln lln es on ag aaa tn aaa saa maa en cl Kha EA si n 12a Vd dens Lo O To make these Greek characters a B y etc it is also possible to use shortcuts ALT a gives a ALT b gives B etc On clicking the butt
45. ntiation Rules O Equations Cover up strategy O Fractional equations For the new activity you can choose one of the four templates These will be described in more detail in the next chapter You can also select one of the other activities for example one which already has a suitable layout for your activity To use this layout remove all pages but the first In this first page design the task you wish and next copy this page as a basis for the following pages Manual Authoring tool 11 October 2013 g Making a backup of a module Backups can only be made from modules which are in the school s folder Select the module Next click File and select Backup module Digital Mathematics Environment Freudegthal Instituut Edit Add new Activity P Environment O YO project ontwikkelomgeving erschaol 2013 ah odule tos onstruct the formula Kal of class Export Sco 37 AZC Bia ar zie letske Hua Aa IE win Cor Using the window that appears now you can save the backup to your computer You can choose any name you like for your backup When you import the backup back into the DME it will automatically get the original name back Backup activiteiten yan module Rekenen Breuken Save in E backups Pf My Recent Documents e Desktop e My Documents My Computer ic e My Network File name v Net Ls Save as type a Files 7 7 y Cancel Manual Au
46. ogbb Ontwerpmogeljkheid i vergSzes __reset optie Opdrachten _ Vouwshder Cutting x Numme deta 1 17 Varlabelewaarden 2 Ja Nee Rooster zertbaar no 6 Opperdaktewaarde Ne Grote babetes 5 da Hos Schaduw zichtbaar a 4 Formule voor opper ej gt Nee Ratings zertbaar no 3 Pa Constructe toolbox Ja Nee Rode Aguur 0 018 006 AN B z i 1 Alleen oppentaktes JJa Nee Grid afmeting in pa 20 o Opperdakte rode n ge Apply Orie Sguur Daakrw 008 OS BOB Opperdakte gize a LA 4 2 3 4 5 Kun je van deze Nguwr een rechthoek maken _opnisuw 5 7 Manual Authoring tool 49 October 2013 Geometrical algebra 1D Normal distribution ue 9 Calculate Vanabelewaarden z p O Border A ma ge 100 a Lat Charee el u visible ypressiewaardanz ance Border B 1 00 Gap ome ewe Zoom optie Y 2 borders le Grens vesible Len Chance 0 841 El Chance visinis Constructie toolbax Caicukakabia w visible Values in figure variabele x Qu el y visitale vanabele y Qe e ovesible ALE delez e Grens vesible vanadele ad rene Z Kans wsibie 39 Lineaal zichtbaar edz es o ag Resultaat zichtbaar Ouse K Siders r as 6 Sider for u t Si O Slider for a Gol 2 Slider for border Cor C O 2 borders LetChance Right Chance J Siider for Chance O thante Drawing in space Toolkit O Expressies alleen irmullen Expressies voor dermo DJ Alleen xen Z Grafiekoptie
47. on ab the well known querty keyboard appears Manual Authoring tool 40 October 2013 Els ala ln ses mln ala ala aba ln On mn d tab a s d f g h J k enter sht z x c yvy b nm o del aa a las sz a KG Trigonometric algebraic and statistic functions Besides the functions that are shown on the keyboards the DME also recognizes the following functions sin arcsin ln COS arccos log tan arctan In answer boxes the students can use the following statistical functions normalcdf boundaryL boundaryR mu sigma invNorm p mu sigma binomcdf n p k binompdf n p k Straatinterviews Binomiale verdeling Een verslaggeven Van MePnicuws Wi gesprekken met Binomial Cd mensen die ontevreden zijn over het onderwijs in Nederland We gaan ervan uit dat in feite 27 n 14 p 0 27 ontevreden is De verslaggever interviewt 14 mensen Opdracht A Hoe groot is de kans bij aselecte steekproef dat minstens 4 daarvan ontevreden zijn Rond afop 4 decimalen 0 5479 5 Kladblaadje Ooo One 1 binomedf 14 0 27 3 FE 054789669306 0 2 4 E a 10 12 14 Psd 0 6807 e POEM 0 2286 O Pod 0 5479 Twee grenswaarden ASCll codes Another option to insert specific symbols is to use their ASCIl codes These can also be used in titles of modules and activities An overview of ASCIl codes is shown below To insert one of these symbols first make sure NumLock is on and then press Alt and while keeping Alt
48. op up appears Click Paste File Edit j 3 All modules o CT DME Math Environment CI Modules DWO project ontwikkelomgeving amp CJ Summerschool 2013 o CJ Grade f oC Grad Add new folder Y rs Add new module o iets o A mic E on o C3 Gera COPY o C New Paste ath Environmen gt 7 Mieke edit k o CT Fete o CJ ICMI Rename Delete folder Grade E Manual Authoring tool 8 October 2013 c Coping an activity Lito a module 47 Right click on the activity a pop up appears Click Copy 9 D Construct the formula Consturts ia 1 d Construct py k la 2 o NN Back to x Now navigate to the module to which you want to add the activity Make sure it is inside your school s folder Right click on the module a pop up appears Click Paste 9 1 Modules DWO project ontwikkelomgeving o 3 Summerschool 2013 2 CI Grade 6 o 07 Module o CJ Grade 7 Add new folder o 7 Grade 8 add new module o CT Sietske Cut o I mic E amp F o CT Gerard CORY a nai Mew ver Paste EJ Mieke Edit is o CT Peter e CJ ICMI 201 Rename Delete folder Grade 6 d Merging two activities It is possible to add the pages of one activity to another activity This will also add the pictures correctly To do so right click an activity and copy it 9 0 Construct the formula Construct la 1 d Construct py k la 2 o iD Backtox Next go to the activity within the school s folder to which you w
49. options depends on the type of task for example adding fractions solving an equation or choosing the correct option from several possibilities When such tasks are offered in a digital environment it is possible to offer direct feedback on the correctness of students responses The answer boxes in the DME offer several possibilities for such feedback and can be inserted at any position in the DME pages even as pop ups Below an overview is given of available answer boxes types and the types of tasks they are suitable for a Formula answer box with steps For tasks with a number or expression as answer Perform this calculation Factorize Calculate the function value for x 2 5 Simplify to one fraction Give the derivative of a function The student s intermediate answers when he she is working towards a final answer can be checked and b Equation answer box with steps c Small formula answer box d Small equation answer box e Text answer box f Check text answer box h CheckUnit i CheckDragUnit j CheckValueUnit Manual Authoring tool feedback on these answers can be provided The student s intermediate answers when he she is working towards a final answer can be checked and feedback on these answers can be provided A small formula box does not offer the possibility to make intermediate steps towards the final answer However it is very convenient for larger tasks with several partia
50. peration buttons naia nasa nico an N ID EE EE ANA 29 D Discr button disd E PE PET E E E GA 30 C Substitution button BE sees ese sae ee ee Rek RR Gee See See See See ee See See ee 31 d Operation buttons extra pit duld AA osos 31 7 Equation answer box with steps strategies oven se ee ss Gee serene 33 a Strateey Vels Oes siese Es EDE EEEE Ee Ge ES EE ee Ge 33 D ii Ln 33 E Cover Up SALES oase oi ES DE ED AN DE OE EG T 33 Be Types OF ans SE PEER EE EE EE EE EE EE Ne 34 Manual Authoring tool 3 October 2013 nn AL 34 Answer needed rarr entente tente ette tente 34 DL En 34 POT wooneenheden KNANG ANN OE EG A 35 MAKS aisla PEER OO OE DE N DE OR GANA 36 ESC VAES EES EE EE GE EE EE GE EE GE GE EE ER GE GE EE GE EE OE EE OE GE EE N OE 36 ESMAS as eine EE REG NAA ENG s sacd ehh 37 9 Equation answer box with steps inedgualitieS ss sesse sesse sesse ee se ee Es Gee eveneens 38 10 Texts and ke KAC siese EE ES ER ES A 40 TE ES vetes tente niee eed Moree tenere hen ase bee ee tas 40 Formula box God E kad LI N EE 40 ASCIKGOOES ee teneerste nere Se tenere teert ee 41 11 Extra components and layout possibilities ee ss ee ss Ge Es de eeen 44 a Text box foo PA E lee O RE EE eeen 44 b Graphs i8 El DB 45 c Html links fi EE a L A OT 47 d Pictures fix Kk kad a LI F EN Ee 48 f Geogebra fa Ho b g Number line fon Ho ds O OLE EE 51 12 Geogebra and the DME vesmonsenetsnnentd ensen GN aNG NANANG bA GANG S
51. ple 1 Check on fixed targets for drag objectS 74 Example 2 Check using values of drag objects eene eneen ennen 76 Example 3 Check using values of drag objects oee evene ennen 77 Example 4 Target object as collection area oves eveneens oeren 79 20 ERSEKVALIS UNIE nama Naan lt 81 Example EheEk Calo NN a de ABA APAN PA PA 81 21 Extra navigation possibiliti s ss es DES EE EDS a ED breien smeekt that hermes tn eie 83 Navigation between activities Goto sesse sesse esse ees sede see GE ss ee Gee GE se GE se dee see 83 Navigation inside an activity conditional navigation sesse sesse sesse ee ss ee es se ees se ee 84 22 Detailed information on student performance oven se ee voeren se ee ss dee 86 Insight in attempts and errors log ID s eeen soe sss sz see GE ss ee Ese ee Gee 86 Insight in performance on different categories learning objectives 87 Manual Authoring tool 5 October 2013 1 Editing or designing new activities In this chapter we explain how you can get started with editing modules and designing new ones First make sure that you have a teacher account for the DME The DME user manual explains how you can get one Next go to www fisme science uu nl dwo en or dme colorado edu USA and log in using your teacher account The modules in the DME are divided into standard modules for all users and school modules which are onl
52. pressed type the code corresponding to the symbol Now release Alt and the symbol will appear Manual Authoring tool 41 October 2013 128 129 130 131 132 133 134 135 136 137 138 135 141 142 143 Manual Authoring tool mo n poo mooo Ee MI ED 144 145 146 147 14 149 150 151 152 153 154 156 157 15 159 19 4 mo o tg ag mh HH Th Ii Or Po 160 161 16 163 164 165 166 167 Los 165 170 171 172 173 174 173 mi u EG Hi oo a 176 177 172 179 180 181 182 183 154 183 156 ley lag 1865 190 191 zL U L L kK Ll E 193 194 195 126 197 195 199 200 201 202 203 204 205 206 207 A08 42 TT FT lr 5 ul ar lr E 209 210 211 212 213 214 215 216 217 218 219 dal Zil 224 225 224 CH FSH 4 r FAT Bu E H 245 226 227 228 229 230 231 234 233 254 233 230 FETI 238 239 240 mGG Fy ef AEF Ha je gt 241 242 243 244 245 6 MT ra ZE o 249 250 255 4 252 253 4m 255 A wW H Fi October 2013 00035 0034 00135 0036 0037 0035 0032 0040 004 1 004 0045 0044 0045 0046 004 0046 0043 0050 0051 005 00553 0054 00553 OOS 0055 005 0060 0061 OOG 00653 0064 0063 0066 OOG 7 0065 OOG 000 Do 1 ak mm DO TM A j H E name AT 007 007 3 004 D HI oO mf 7 1 mm en Il AAA AA E Sa oo oS a HET OO 77 Do 78 00
53. r students when solving equations for this second option see Substitution button vi oo Em more ap 4 T ie Hie Here it concerns the possibility to perform substitutions behind the scenes Antwoordmodel _ feedback Mon a Drs b f13 substitutie s Consider for example the following answer model and corresponding task Checkabletor not Include in grading for noth Start equation Ooo z mg lolo oO ng D Ms VIO Oo OD ng Lal Form e Answer needed 10 _ Exact Equation answer box wie Height 250 e Full width C Popup We have assigned a value to the variables a and c This enables students to use these variables in their steps towards the final answer instead of the values In many solution Manual Authoring tool 67 October 2013 strategies such values are only substituted later in the process the elaboration given above is common Using this substitution construction the intermediate steps can be checked This substitution option also offers the possibility to solve systems of equations Solve this system of equations ME en Khan 56 VO MP 8 OD rs Lt VI OP of rs Lt 6x 2y 56 40 2y 48 x 6 e S rad Correct In this example there are two answer boxes but this is not necessary In the answer model x 8 is given as the final answer Moreover y 4 is given as a substitution The other way around would yield a similar result Another notable aspec
54. rithms 44 Parentheses 7596 Powers 67 Algebraic skills 74 Differentiation 54 Square roots 63 Fractions 100 Trigonometry 67 Each pie diagram represents one category of skills or subjects Each piece represents one objective The larger the piece the more tasks the activity contains on this objective The larger and greener the colored part of the piece the better the student performed on this objective You can set objectives in the Options panel by selecting Objectives Now click the button Objectives and a window appears in which you can fill in the different objectives x categ ory 1 4 E Objective 1 Objective 2 Objective 3 Objective 4 il T Rows can be added and deleted by clicking the arrows below Objective 4 The arrows next to Fill in name of category 1 serve to create more categories Each category will get its own pie chart For the example above the following categories and objectives are filled in Subjects Algebraic skills db Objective 1 Algebraic skills Parentheses Objective 2 Trigonometry Fractions Objective 3 Differentiation Square roots Objective 4 Exponents and logarithms Powers Objective 5 Equations dh T Manual Authoring tool 87 October 2013 After creating the objectives for each answer box you can indicate to which objective s it belongs To do so click the button Objectives in the upper right corn
55. rop unit Mumberine dumpi Annu Getalleniin prong Breedte 41 Manual Authoring tool 51 October 2013 12 Geogebra and the DME Undo When students construct drawings in Geogebra they can take several steps back using the button in the upper right corner This option is only available inside the DME To make this possible the following settings are required In the Geogebra editor click Parameters Select showToolBar and fill in the value true B E NAME DEFAULT showToolBar false _ customToolBar _ showToolBarHelp false framePossible true _ showhenuBar false allowRescaling false enableshitDrag oom true enableRightClick true enableLabelDrags true enableChooserPopups true L JerrorDialogs Active true _ maxlconSize 32 _ showAlgebralnput false Random parameters Parameters which are defined in the DME can be used in Geogebra If the parameter s name in the DME is p for example then the parameter in Geogebra has to be defined as dwo_p Example Manual Authoring tool 52 October 2013 Object Properties Ix c aw a a 7 _ Show Object o Quadrilateral a pot Show Label value Iv o Segment Da f eis _ Animation On Oc Od o Text a texti N text Delete In Geogebra s algebra window the following is shown AL OON INI C Free Objects _ Fix Object _ Auxiliary Object _ Absolute Position on Screen e
56. some information for the students It is possible to assign a picture to pop up Select pop up and click the rectangle that appears Popup m Now a picture can be selected OK Cancel These buttons confirm or ignore the changes made in the window and make AE you return to the main screen To open the text box tool again right click on BR E the upper left corner or the bottom right corner of the text box you have created Fase N The specific text box options are given in the rightmost column in the text box tool This is where background color font type size and color and margins can be adjusted Most options under text box layout don t need further explanation Just thick the options on and off and fill in some values to see what exactly they do The option Floating above text and the options under User interaction are mostly useful for the design of selection and drag tasks see chapters 18 and 19 Manual Authoring tool 44 October 2013 Line space The space between lines inside a text box can be adjusted lf you do not increase the line space then formals in the text will be shown like this x 1 Give a primitive function of fix Ks j lf you set the line space to 10 the text box looks like this Lines are on equal distance from each other x 1 Give a primitive function of Ax x b Graphs fiba Gl 0 ee 7 The graph component can be used in many ways After clicking the icon a window
57. space Q User interaction D h value default 0 v Selection object C Color C Drag object C Drag target Link object OK Cancel width t00 Height 35 C Full width O Popup e You can also select Floating above text to be able to put the selection objects in any position you like After clicking OK you will see both a small circle and the floating text box fu Hu amp which la to the graph at right Oo To move the text box click the top left corner keep the mouse pressed and drag the text box to the desired position When dragging the open circle will be colored black as indication that it belongs to the text box that is being dragged This is especially relevant if you would like to copy or delete the floating text box that can be done by selecting the small circle and copying or deleting it foo H A O LO Below you see five formulas Seied the formulas which belong to the graph at right 1 e Only after all the objects have been created the CheckUnit is added Make sure the cursor is placed after the circles corresponding to the text boxes Manual Authoring tool 71 October 2013 e Inthe CheckUnit editor fill in the number of objects and press Enter A list with Number of selection objects will appear Here you can select the correct one s If more than one answer is correct also select Multiple selections possible The positions of the selection o
58. ssions Then it can check equivalence with the correct answer As the DME is able to understand expressions all steps towards the final answer can be checked This means that students can receive intermediate feedback when they are performing a strategy to find the final answer In the DME the student is free to choose his her own strategy Especially this stepwise feedback on an own strategy has proven to be powerful and therefore played a central role in designing the DME software In this paragraph the use of these feedback features will be clarified First make a new activity using the Template Expressions Step by step or make an answer box with and choose Formula answer box with steps 200 px Text ka Title Mew editor version RA OOO NN mee La ATE EK AE AA ke sassen AA AA AA CA AA Variables for random parameters problems Options Practice yw O 4 ill w Now click on the box in the right hand column and a pop up with the answer box editor appears Manual Authoring tool 19 October 2013 Checkabletor not Include in grading or not loglb Start expression Thal eee Dae Ee Dr ideas test L subst Box E calculator Answer model Feedback Your own Moo fo mes d Score Equivalent Form Exact Formula answer box wit e Height 400 2 Full width L Popup Click and next to see the task the way the student will see it When solving this task every s
59. swer model Feedback El vl DO 0 8 ng feedback fix This form is equivalent but no power of p Ei Cora lo Equivalent WE O Correct kal Form Half C Exact O Wrong Answer model Feedback dh A mer and feedback fo When multiplying fractions the exponents are l added not multiplied Score b Equivalent el Eq O Correct bal Form O Half Exact Wrang 65 October 2013 5 Incorrect answers Answer model wl Feedback dh On the last tab all other 410050 possible mistakes are intercepted feedback fix This is not correct Try again lin Score lo Equivalent ES LI Eg a Correct L Form O Half C Exact Wrang Order of the tabs The order of the tabs is important as the software first tests the first tab then the second and so on If one of the tabs applies to the answer the student has given the other tabs will be skipped To make sure the answer model gives feedback to every possible answer always include a tab like tab 3 intercepting all partly correct answers and a tab like tab 5 intercepting all incorrect answers The order of the tabs can be adjusted using the black arrow buttons Answer boxes containing customized feedback can be recognized in the authoring tool by the small question mark Manual Authoring tool 66 October 2013 16 Substitutions in the answer model The button Substitutions in the answer model should not be confused with the substitution option fo
60. t of this example is the absence of the arrow between lines This can be set by deselecting Arrow in the answer box editor le Arrow When solving systems of equations next equations may not follow directly from previous ones It is more about combining different identities and equations in a smart way Manual Authoring tool 68 October 2013 17 Multiple choice answer box The choice answer box can be used to create simple multiple choice tasks like the one shown here After selecting the multiple choices answering box indicate the number of choices the student can choose from and press enter Then a number of textboxes will appear in which you can fill in the answers from which the student should select the correct one Retype the correct answer in the answer model text box and fill in a score to complete the assignment For example fo 8 o E x How many different real Checkablefor not Include in grading or not C logiD solutions does the equation 2 x 2x 1 0 have Number of choices 4 fon 0 EE FR Answer model _ Feedback 00 O 1 fog fix Score no gt problems Optior a a 490909 U ab 4 OK Cancel Width 110 Height 24 CT Full width C Popup The student sees How many different real solutions does the equation Ik 1 0 have Choose o 1 2 Manual Authoring tool 69 October 2013 18 Check select
61. tep will be checked after the student has pressed the Enter button If a student s step is equivalent to the final answer but not yet exactly the same an orange tick mark Y appears as feedback os a 3 a 5 2a d Sat 3a 15 MS If the answer is exactly the same as the answer model a green tick mark V appears os a 3 a 5 2a d 5a 3a 15 2a a da 15 Manual Authoring tool 20 October 2013 Using a prefix When a student is asked to give a formula or numerical expression for example a derivative a prefix is often required For example f x 18x 60 would be preferred over 18x 60 This can be enforced by adding the prefix to the answer model Checkabletor not Include in grading or not C loglD Start expression al AE EL O C Ideas test El subst Box C Calculator Answer model Feedback Your own vl DO 0n 8 DM mes d FOD 18x 60 Score Equivalent Form Exact Formula answer box wit e Height 400 el Full width L Popup In this example the prefix f x is already offered to the student did OS Find the derivative of f0 Gx 10 Now the student can work towards the answer step by step and receives feedback on every step AAA A Ds AAA A FO Ux 10 3 f x A3x 10 3 f x 23x 10 3 3x 10 6 3x 10 l8x l Y Manual Authoring tool 21 October 2013 5 Equation answer box with steps or Templ
62. teps Operation buttons In equation answer boxes with steps the designer can offer the student several tools for solving equations Often the goal is to practice finding suitable steps to solve the problem With these options it is possible to focus on this goal The new equation will be calculated for the student a Operation buttons nia ni nida nit 8 ID To add these select Operation buttons _ Strategy version _ Strategy version _ Cover up method version Arrow Operation buttons discr Operation buttons extra These buttons offer the students the possibility to perform operations on the equations After choosing an operation and possibly filling in a number the student should press Enter Then the new equation will be automatically calculated and filled in Several buttons are available For example to expand brackets ug mese nj 117 43 x 9 Y x 6x 9 x 9 To simplify al ale aT LT x 3 x 9 4 6r494x 9 tit 9 9 Y Manual Authoring tool 29 October 2013 To subtract the same number from both sides iodo s my moe x WU 11 13 x 9 X43 x je ET sre 2417x4029 PE 3 NG fx U From here the student has to finish the solution by him herself See also d Operation buttons extra b Discr button disd Select discr _ Strategy version Strategy version Coverup method version Arrow Operation buttons discr Operation bu
63. the number of attempts they did and all their attempts also the ones they have erased The log ID can be switched on by selecting it in the answer box editor A text box appears in which a code can be filled in The choice of this code is up to the designer In the example below the code 4 3 means to the designer 4 activity 3 task Cherkablefar not Include in grading or nat loglID 4 3 Start expression gE O C Ideas test C subst 4 x 5 Box C Calculator In the overview of student results bar graph icons ul appear at the top of each column Activ 2 Activ 3 le N When you click such an icon a window with several tabs will appear On the tab log errors we see that this student made two errors Overzicht Logs log errors log attempts count log attempts log data Naam 3 4 sunnyH And on the tab log attempts the exact attempts and errors are shown ES Overzicht Logs log scores log answers log errors log attempts count log attempts loy data Maam Sunny H Manual Authoring tool 86 October 2013 Insight in performance on different categories learning objectives Often tasks in an activity can be divided into several categories For example think of different domains in arithmetic of different types of skills It is possible to generate overviews for such learning objectives like the following Subjects Algebraic skills Exponents and Equations 50 loga
64. thoring tool 12 October 2013 h Importing a backup To import a backup select the school s folder or a folder inside this folder Now click File and select Import Digital Mathematics Environment Freudenthal Instituut Import Sco Results of class Export SCO 7 ASC Lar Export Applet 8 H3a fa INT min COC In the window that appears navigate through the folders on your computer to find the module Restore module backup lx Look in la backups letterekenen O jr ME My Recent EE Documents E C e Deskto p F EG My Documents a hy Computer aa a GERE File name Files of type E Files 7 7 Cancel Pa Select the file and then click Open Now the module is visible inside the DME with its original name Manual Authoring tool 13 October 2013 2 Templates overview Template 2 columns is HA GT bpdracht titel 1 plak sr sol pa Spo Pad 04 y5 di A useful template in which you can put texts and tasks in the left hand column and pictures graphs Geogebra etc in the right hand column Template Expressions step by step Tie Tel Jes oe a a Godrachi titel 1 Cpe Pee An important group of mathematical tasks has an expression as answer Typically the tasks states calculate rewrite simplify etc This template already contains the corresponding answering box in the right hand column See Expressions step by step Manual Authoring
65. tion Close the pop up click the square in the top right corner and paste the solution into the answer model Of course you can also calculate the solutions yourself When a student now works on this task every step will be checked after pressing Enter If a step is equivalent to the final solution but not yet exactly the same the orange tick mark Manual Authoring tool 22 October 2013 appears If the given answer is exactly the same as the answer model the green tick mark Y appears Y 4x SE x 5x 4x 0 i 7 Y Xx 5x 4 0 x x 1 x 4 0 r ll o r or xy 4 Y The equation is solved Feedback built in Every equivalent equation can be used as intermediate step This offers the student the freedom to find his her own way to the solution Because of the feedback the student knows that he is still on the right track The equivalence is checked by substituting the solutions from the answer model into the student s equation For solving equations the software can even give some more detailed feedback for some common errors Some examples x 4y 5x x 5x 4x 0 2 x 3x 4 0 or x 0 r d or xi lor x x This step contains correct and incorrect parts Change or delete the parts that are not correct x ASK r n ET y ar rial x solution s are missing Add the missing one s These are built in feedback options so they will automatically be added to the activity Manual Authoring
66. tiplication sign X _ Word variables _ Variables like AB BC etc _ Angle unit degrees F keys for formulas _ Check option significant numbers L Global parameters Navigation Item selector _ Next button _ Previous button Progress instead of Total _ Conditional navigation Layout Margins Left 12 Right 15 Above 15 Below 15 Basic Font SansSerif Size navigation bar 12 Formulas in Times Roman font _ Label Page instead of Problem item numbers a b c etc Check options JAN again button L Item again button _ Check per page _ No correction self test _ No correction previous pages _ Restricted time L Objectives The options for each template are set to the standards shown above Each option holds for the entire activity Explanation for some of the options Check option significant numbers With this option you can decide whether with rounding numbers answers like 0 3 or 0 30 are marked completely correct or not See Functions for random parameters Font options Setting the font and font size in the options menu will not only affect the texts in text boxes but also in formula boxes answer boxes feedback and pop ups pn LT 8 Ux 5 0 x 5 s4 x orx 7 Manual Authoring tool 16 October 2013 3 Answer boxes overview f HI amp The DME offers various options to assess the students work The choice of these
67. tool Template Empty Ti Tii pit amp oo Be This template can be used to create an entirely new layout Template Equations step by step Takst Timi hu AO NO bpdracht titel 1 This template can be used for tasks in which an equation has to be solved The right hand column contains the corresponding answer box See Equations step by step 14 October 2013 Each template has the following options 800 px Text _ Title New editor version fa H A Practice game Self test Test Practice endless NIR text hoy he Variables for random parameters LA TF bos fre NTE oe problems dh ap Mathematics Layout C Multiplication sign X Margins C Word variables Left 18 Right 15 Above 15 Below 15 C Variables like AB BC etc Basic Font Size 12 C Angle unit degrees Size navigation bar 12 F keys for formulas Formulas in Times Roman font C Check option significant numbers C Label Page instead of Problem C Item numbers a b c etc Navigation Check options Item selector L All again button C Next button C tem again button C Previous button C Check per page C Progress instead of Total L No correction self test C Conditional navigation C No correction previous pages C Restricted time C Objectives Manual Authoring tool 15 October 2013 Options Mathematics O Mul
68. tool 23 October 2013 Feedback built in intermediate and final answers For some types of equations the intermediate steps are not always equivalent For example in equations containing square roots often both sides are squared which might introduce extra solutions which later have to be rejected But for intermediate steps these solutions should be accepted Jet 3 iji x x 3 3 x ar ar Gert 3 Txt 6 0 x 1 x 6 0 x l 0 or x 6H 0 x 1 ar x 6 Hot all the solutions fulfill the A original equation Delete the solution s that dont fulfill Only in the final step the student receives the feedback that a little more work has to be done In the editor the answer model is built as follows Manual Authoring tool 24 October 2013 Cherkablefor not Start equation Moo 8 DM mes Answer model 10 0 8 M mes Feedback lorx b6 x 1l substitutions Include in grading tor not n Score Equivalent Form e Answer needed Exact ok Cancel Equation answer boxwi y C loglD C Strategy version O C Strategy version C Cover up method version e Arrow Operation buttons C Operation buttons extra Bow Height 1400 e Full width LJ discr C Ideas test LJ subst C CAS test L Popup Actually the author gives two solutions separated by the semicolon The first solution suffices as intermediate solution but not as final solution For the
69. ttons extra This button offers the student the possibility to calculate and check the discriminant For example VIO MEE teed el 00 Manual Authoring tool 30 October 2013 c Substitution button sb Select substitutions L Strategy version C Ideas test _ Strategy version _ Cover up method version Arrow Operation buttons discr subst Operation buttons extra _ subst exten This button creates the possibility to use a substitution for example to solve equations containing higher powers of x Dela sal naal mal naal bhi ULO sm LT Ne p 4p 3 0 p 1 p 3 0 x pr ni 3 v d Operation buttons extra JO dl Select Operation buttons extra _ Strategy version _ Strategy version _ Cover up method version AO Operation buttons discr Operation buttons extra This offers the student some more operations to perform on equations Three more buttons are added to the bar with operation buttons Again the Enter button should be used after selecting an operation button the new equation will be automatically calculated and filled in Manual Authoring tool 31 October 2013 Factorize Gover some asiel ay Aly LT x or x 3 0 v Take square roots ug goeree x alma Ay LT x 121 roots ll or x ll Manual Authoring tool 32 October 2013 7 Equation answer box with steps strategies a Strategy version aros lla a Al 1 2x 9 3
70. used to round off numbers but also to turn fractions into decimal fractions There are three such functions rnd _n rnq _n rns _n rnd _n The number will be written with n decimals This function omits zeroes if possible rnq _n The number will be written with n decimals This function does not omit zeroes rns n The number will be written with n significant figures Manual Authoring tool 61 October 2013 Examples ma 521 7006 1 5 D 347 2 ng 521 7006 1 5 DE 347 800 ns 521 7006 1 5 DE 348 102 When rnd and rnq are combined with the Check option significant numbers can be selected in the Options panel the answers will be checked according to the following scheme sed aT T7 1 5 2 ma 1 5 2 Standard 1 30 With Check option sign 1 3 1 3 1 30 Other functions that can be used are abs for example abs 2 2 gcd for example gcd 12_8 4 this is the greatest common divisor This gcd is for example useful for canceling common factors in algebraic fractional expressions min a b gives the minimum of a and b max a b gives the maximum of a and b These functions can be used in the field Variables for random parameters but also in the text and answer boxes When using them in text or answer boxes make sure to put the entire expression between signs for example min a_b Fractions Compare the fractions rar 5 BEE 3 BR a b 3 a 5 ee b 3 pa r
71. width C Popup Manual Authoring tool 76 October 2013 In the Check drag unit s editor the option Check using values of drag objects is selected In the window that appears rules for checking the answer are given xl Checkabletor not Include in grading or not C loglD Mumber of drag objects 10 score 10 Mumber of target objects E _ targetobject as collection area _ Randomize positions Snap to target object Jumps back Snap margin 20 C Check on fixed targets for drag objects Check using values of drag objects a as width 110 Height 35 C Full width C Popup Vi V2 18 means the value of the drag object in target 1 times the value of the drag object in target 2 should be 18 Example 3 Check using values of drag objects Problem graphs ihe correct formula is mol available inser it yourself in one of he ee ere Manual Authoring tool 77 October 2013 Layout text box Gr LL C random cade 2 Floating above text C Other font Rounding corners Rotatioin angle Center horizontally Center vertically C Fit height C Fit width Number of rows 1 Space 2 Number of Columns 1 Space 2 C Table borders Margin left 0 Margin up 0 Line space 0 User interaction D 1 value default g3 Ax 4 C Selection object Drag object C handle C Drag target C
72. y accessible for users in the same school File Edit E E DME Math Environment 3C Math Secundary Education o CT Algebra 0 7 Geometry o LD Exercises Calculate the area Calculate the area 1 E Calculate the area 2 Calculate the area 3 o JT Exercises Views o LD Exercises Cube buildings o LI Exercises Drawing in space o 0 Exercises Nets o 77 Lesson Meaningful lines GJ Numbers o 417 Exercises Jumps on the number line o LI Exercises Negative numbers o ID Exercises True makers o JC Lessons Negative numbers o CT Math Undergraduate amp CT Old modules o I Manual 7 Modules DWO project ontwikkelomgeving E is a folder 49 is a module C is an activity You can only edit modules in your own school folder Using the structure you can organize new and adjusted modules and activities inside your own school folder for example by creating folders for each grade and or for each subject Advice make sure that every teacher who starts designing does so in a personal folder When students have already worked on an activity and that activity is changed the student results will disappear Manual Authoring tool 6 October 2013 a Creating a new folder Using the folder structure Right click on the school s folder a pop up appears Click Add new folder File Edit 2 EI AI modules gt DME Math Environment o 1 Mod wikkelomgeving Add ne h odule Edit A pop up

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