Information Technology Reference
In-Depth Information
and label it (Figure 3 shows a purple grouped “mult“ function). If the users
want to create more complex functions they might want a possibility to add
some self created functions. This is implemented through a save function
which adds new (complex) functions to the users
Composits
(see figure 3
number 4).
3. Segment three shows a
plot
from the created function. This
plot
can help un-
derstanding the computation of the function, because you can see more than
one input value. Nevertheless representing functions with more than three
inputs is not well possible. For functions with more inputs there should be
a option to select three -to be displayed- inputs. Another feature in this
segment is the
trace
. In this window its possible to see each computation
step. For instance it would display for the multiplication of 4 and 2 the fol-
lowing: 0: (MULT 4 2);1: (MULT 4 1);2: (MULT 4 0);2: MULT returned
0;1: MULT returned 4;0: MULT returned 8. When “ungrouping“ the MULT
function the traces shows also the sub-steps, up to the ground function
level.
4. Segment four
Composits
displays the already mentioned self created func-
tions for each user. It is possible to add these functions to the
Workspace
(see figure 3 number 2) by clicking on them and to export them into a
xml-file. Exporting functions could be useful in many scenarios. For exam-
ple students could exchange their functions to see other solutions, to work
together on a more complex function or to send them to the teacher for
correction.
5. Users may want to present different formulas from the lecture or topics as
PRF-Webbles. The last segment contains a formula editor which provides
this functionality. In this editor the users can input PRF-formulas to create
PRF-Webbles in the
Workspace
or they can click on PRF-Webbles in the
workspace and display the associated formulas. Although the formula has
to be in a special syntax similar to the latex formula syntax the user has
as much freedom as possible. For instance he can choose his own function
and variable names. This facilitates the work with different sources. When
you want to display the formula you can choose if you want to display it
in latex format or if you want to display it with superscript and subscript
which makes it easier to read.
6 Summary and Insights into Future Work
In summary it can be stated the following. The theory of effective computability
is for many students dicult to understand. Providing technologies and tools
for exploratory endeavor -
exploring and understanding the abstract by direct
manipulation of the concrete
- might promote the learning process (see section 2
and 4). Previous studies dealt with displaying functions as media objects instead
of writing formulas [1,7,8] (see section 3). This paper deals with a more thor-
ough discussion of the didactic needs for a learning program with these media
