Ames, IA (PRWEB) April 23, 2013
Teaching constitutes description of the theory and concepts by the teacher and example problems that are worked out by the teacher. Learning happens when students themselves solve problems. The more problems students solve more proficient they get in Arithmetic. Actus Potentia’s arithmetic software has fifty-five modules specifically designed for students’ learning and proficiency.
In the learning session for each module, the teacher runs the software on one machine and the computer screen is projected on a large screen making it visible to the entire class. During this exercise, the teacher is passive and the students are active.
The software poses the first problem of this active learning session. The students write the problem in their notebooks. The software asks questions, one at a time, and the students write the answers in their notebook and verifies the answer from the immediate feedback the software provides. The software guides the students through a series of question-answer-feedback sequences to the solution of the first problem. This process continues for as many problems as can be solved in one class period.
At the end of the problem session, in a class period, the students evaluate their own comfort level in problem solving. Each student who needs additional help is required to work on his own with the software until he masters the problem solving steps.
The pedagogic style embedded in the software focuses on students’ comprehension, minimization of cognitive load, emphasizing the fundamentals, and avoidance of shortcuts and tricks. When the teachers make the software available to the students in a class, the deficient students can easily go back to the earlier chapters for improvement, and advanced students can move forward to higher levels. In other words, the software provides an open environment for self-paced learning for students with all levels of abilities.