From: CARLOS RAUL ORTIZ GLASSIANI

from_email: ortiz@chasque.apc.org

Comments:

En el CABRI planteamos el siguiente problema :



	* _ DADOS TRES PUNTOS NO Alineados ABC horario ( fijos ) . HALLAR EL 

	lugar geometrico de los puntos del plano que cumplan APB = APC 



	DISCUTIR SOLUCIONES .



	obs . nos parecia interesante por sus posibles soluciones computacionales 
	
	como aquellas que solamente se resuelven con lapiz y papel 



	esperamos sus respuestas 



saluda atte . Prof. Carlos Raul Ortiz Glassiani

From: John Olive

from_email: jolive@coe.uga.edu

Comments:

I am one of the discussants for the Panel session at Topic 

Group 19 at

ICME-8.  You can find my paper for the discussion at:



http://jwilson.coe.uga.edu/olive/ICME8TG19/ICME8TG19.html



Thanks,



John Olive



Associate Professor

Department of Mathematics Education

University of Georgia

105 Aderhold Hall

Athens, Ga 30602-7124

USA

(706) 542-4557  FAX:  (706) 542-4539

jolive@abel.math.uga.edu



WWW Home Page: http://jwilson.coe.uga.edu/olive/welcome.html

From: Nicolas Balacheff

from_email: nicolas.balacheff@imag.fr

Comments:

Some of these statements express my own point of view, some 

others do not but they are often in the air and sometimes they 

land in some papers...



1. CBILEs favour student autonomy to the point where even a 

teacher is no longer needed. At least a teacher as an instrutor. 

Because of CBILEs, school can become less dogmatic.



2. Students learn best how to get information from the machine 

in order to fulfil its expectation than they make effort to 

understand the knowledge at stake.



3. CBILEs offfer students a more direct relationships to 

knowledge and its meaning.



4. Direct manipulation of mathematical objects kills the need 

for intellectual proofs or statements: CBILEs reinforce 

empiricism.



5. If the computer does it it is not worth trying to learn it, 

or even to teach it.



6. CBILEs require as much time and effort to be familiar with 

their functioning as the knowledge to be learned.



7. Real geometry is paper and pencil.



8. CBILEs help to focuss on what is important, and to skip less 

important facts.



And two sentences to complete:



9. CBILEs increase the complexity of teaching because ...



10. CBILEs make easier the teaching of mathematics because ...

From: Carlos Andradas

from_email: andradas@gauss.stanford.edu

Comments:

En primer lugar enhorabuena por las web page. Es una prueba practica

de las posibilidades de aplicacion de los computadores a la educacion.

(Maybe I should switch to English).



I just want to say that I am not at all an expert neither in education

nor in computers but it is evident that they are changing the

whole society and we in education (and in Math) cannot ignore

them. They open a fantastic world, the use of internet in the

classrooms is fascinating and that computers offer new and important challenges

to the educators. If the (boring) mechanics can be done by a machine

in what should we concentrate?

From: Wlodek bryc

from_email: bryc@ucbeh.san.uc.edu

Comments:

This is a question to the group, not a comment.



We are accumulating 

links to Interactive Web-based computer 

systems of educational purpose in the  home page of



Online Exercises Project. So far we have located very few,

and have even less data on actual usage.



I'd appreciate any pertinent info directed towards math education.



Please use email 

bryc@ucbeh.san.uc.edu or leave

comments  online.



Thanks



Wlodek Bryc

Professor of Mathematics