Culturally adapted mathematics education with ActiveMath
AI & society, 2009•Springer
Although it may seem that mathematics education material does not need any enculturation,
the opposite is true. We report the results of a case study in several European countries and
describe the different dimensions in which mathematics educational material has to be
adapted to the cultural context of the learner. We describe the knowledge representation
and mechanisms through which the user-adaptive learning platform ActiveMath realizes
those adaptations to the language, countries, and communities of practice.
the opposite is true. We report the results of a case study in several European countries and
describe the different dimensions in which mathematics educational material has to be
adapted to the cultural context of the learner. We describe the knowledge representation
and mechanisms through which the user-adaptive learning platform ActiveMath realizes
those adaptations to the language, countries, and communities of practice.
Abstract
Although it may seem that mathematics education material does not need any enculturation, the opposite is true. We report the results of a case study in several European countries and describe the different dimensions in which mathematics educational material has to be adapted to the cultural context of the learner. We describe the knowledge representation and mechanisms through which the user-adaptive learning platform ActiveMath realizes those adaptations to the language, countries, and communities of practice.
Springer
