手机数学软件math4mobile5件套
[quote][color=Red][size=4]Graph2Go 0.7.2[/size][/color][/quote][quote]Description
Graphing calculators are instrumental in teaching and learning mathematics. It is an environment that supports conceptual understanding of functions in general, and school algebra and real analysis in particular. Especially, it enhances connections between graphic and symbolic representations. A major objective of algebra teaching is equipping learners with tools to mathematize their perceptions. A multi-representational approach has the potential to shift the focus of solving even traditional problems from assigning and solving for an unknown to analyzing the various processes and relations among those processes. The integration of multiple representations of function creates opportunities for developing a wider range of solution methods to traditional problems. Zooming in on the use of the graphing calculator, researchers point on four patterns and modes of use: computational tool, data analysis tool, visualizing tool, and checking tool.
Dynamic transformations are a unique facility of Graph2Go.
Dynamic control involves the direct manipulation of an object or a representation of a mathematical object. As the driving input is the letter-symbolic one, the transformations are carried out on the numbers involved in the function’s expression. Thus, by parameterizing an example we turn it into a family of functions. Research suggests that the kinesthetic relation between the user and the object on the screen can have an important role in developing a deeper understanding of the mathematical concept.
Features
Basic features of Graph2Go:
Graphs of single variable function expressions.
Dynamic graphing of transformed expressions.
Points of interest (maximum, minimum, inflection_ are marked and their numerical values are presented.
Graph and expression of the derivative function.
Graph, expression of the integral function’s family.
Area expressed by the integral of a given function.
Zooming and rescaling options.
Graph2Go is a special purpose graphing calculator that operates for given sets of function expressions. Additional sets will become available for downloading from this site. The given families of function expressions and the tools that support easy changes of any given example have been designed for fast and easy use with the small keyboard.
Suggested Activities
Below is an interesting example that combines the use of visual thinking with an analytic task and has the potential to enhance procedural operations with conceptual understanding:
Prove or refute each of the following statements.
Explain and demonstrate your method and answer using Graph2Go, paper and pencil, or mental operations
The derivative of a family of functions cannot be a single function.
[k*f(x)]’ is equal to k*[f(x)]’
[k*(f(x)]’ is equal to [f(kx)]’ [/quote]
[quote][attach]667322[/attach][/quote] [quote][size=4][color=Red]Solve2Go 0.7.1[/color][/size][/quote]
[quote]Description
Solve2Go supports solving equations and inequalities by means of conjectures based on visual thinking. Conjectures can be refuted or supported by examples provided by the tool, and should be proved using symbolic manipulations on paper.
In many mathematical investigations we encounter the need to compare two functions. Solve2Go supports comparisons of two types:
Equations: when we want to know for which values of x the two functions are equal.
Inequalities: when we want to know for which values of x one function is greater than the other.
When the two functions involved are linear, we call the comparison a linear comparison. When at least one of the functions is not linear, we refer to a non-linear comparison. Non-linear comparisons form a wide and rich field of study
Features
Users specify two function expressions by choosing each expression from a list of given parametric function expressions. Solve2Go randomly chooses numeric values for the parameters and graphs the two functions. It also marks points of intersection when they exist and are visible on screen.
To explore solutions of other equations or inequalities of the same (selected) type, it is recommended to use the interactive change of the constants and coefficients in each expression, transform the graphs, and view whether and how solutions are changing. The design of Solve2Go is based on the special features of Graph2Go (see the Graph2Go features).
Suggested Activities
Create a Gallery
Use Solve2Go to examine different common positions between a quadratic function and a linear function, and between two quadratic functions. How would you present a "gallery" of different comparisons to give a "visitor" a general picture of various possible types of comparisons?
Consider the following properties of comparisons:
The type of functions compared (quadratic, linear, constant, increasing…).
The type of comparison (equation, inequality…).
The nature of the set of solutions (no solutions, a single solution, several solutions, an interval of solutions, several intervals of solutions).[/quote]
[quote][attach]667325[/attach][/quote] [quote][size=4][color=Red]Quad2Go 0.7.2[/color][/size][/quote]
[quote]Description
Explorations with Quad2Go are especially appropriate for 11-12 year old students. Teaching geometry to students of this age focuses on the critical attributes of quadrilaterals and on the hierarchical relations among them. Learning means identifying critical attributes and non-critical attributes. For example, "four sides," "two pairs of parallel sides," or "two pairs of equal opposite angles" are some of the critical attributes of a parallelogram; "two long sides and two short sides" or "two acute angles and two obtuse angles" are non-critical attributes. Learning in this sense means learning to analyze the attributes of different quads, to distinguish between their critical and non-critical attributes, and learning the hierarchy among quads. Quad2Go provides many examples of randomly constructed quads. Each example can be changed by dragging either its vertices or sides.
Features
Quad2Go is a handy tool for learning about quadrilaterals by generating examples, observing, and experimenting with examples with a view toward forming generalized conjectures. Similarly to frequently used Dynamic Geometry Environments (DGE) such as the Geometric Supposer, Cabri Geometry, and the Geometer Sketchpad, Quad2Go offers geometric objects, tools to manipulate them, and measurement tools. It is limited to quadrilaterals and the construction of diagonals. Quad2Go allows users to construct, view, and transform quadrilaterals compatible with the ones constructed with straight edge and compass, to measure lengths, angles, and areas, and to manipulate the construction by dragging and transforming its shape. Dragging allows changing a shape by direct translation of parts of its components on the screen. Learning by DGE is closely related to theories of constructivist learning, in which meaning is constructed through the learner’s active participation.
Suggested Activities
An exploration of hierarchy of quads
Use the Shapes menu to construct parallelograms, kites, trapezoids, and rhombi.
From the Quad2Go menu choose to view parallelograms.
Here is a construction of a parallelogram. Why?
Did you obtain a rectangle as one of the parallelograms? Do you agree that it is a rectangle? Do you think you can get a rectangle? Why?
Under which shape’s choice would you expect to obtain a square? Why?
An exploration task regarding non standard classification
a square, a rhombus, and a kite are quads that share the following property: the angle between their diagonals is a right angle. Quads with this property are called orthodiagonal quads.
Discover other special properties of this class of quads.
Implementing knowledge about triangles
In any convex quadrilateral the two diagonals create eight triangles. For each type of given quadrilateral:
Identify the 8 triangles
Identify 4 congruent triangles; explain your decision.
Identify 2 congruent triangles; explain your decision.
Identify similar triangles; explain your decision.[/quote]
[quote][attach]667328[/attach][/quote] [quote][size=4][color=Red]Sketch2Go 0.7.1[/color][/size][/quote]
[quote]Description
Sketch2Go encourages visual exploration of phenomena by providing qualitative indication of the ways in which the sketch drawn by the user changes. The sketch is a diagrammatic representation that attempts to help the viewer focus on the principles rather than on tedious details of the represented phenomenon. Phenomenon can refer to processes outside of mathematics (e.g., physical temporal phenomena) or to mathematical phenomena (e.g., a function with three extrema). Moving students beyond plotting and reading points to interpreting the global meaning of graphs and the functional relationships that they describe has been identified as a major goal of mathematics education.
Tools like Sketch2Go enable the bypassing of algebraic symbols as the only channel into mathematical representation, and motivate students to experiment with a given situation, analyze it, and reflect upon it, even when the situation is too complicated for them to approach symbolically. The visual analysis that emerges from work with such tools is different from that which arises from work with algebraic symbols or numerical tables.
Features
Sketch2Go is a qualitative graphing tool. Graphs are sketched using seven icons representing constant, increasing, and decreasing functions that change at constant, increasing, or decreasing rates. It is based on original R&D carried out by Schwartz and Yerushalmy (1995) and Shternberg & Yerushalmy (2001), who propose an intermediate bridging representation based on the function and its vocabulary. The seven graphic icons describe the change in both the function and its rate of change. Sketch2Go is a version of the Qualitative Derivative Grapher programmed by Alexander Zilber for CET (Centre for Educational Technology).
Mathematical modeling cannot be fully accomplished by this qualitative sign system of constant, increasing, and decreasing functions. But the set of seven signs supports forming a mathematical construction with language developed from acquaintance with physical scenarios, helping lay the foundations of learning pre-calculus and calculus. Sketch2Go supports the abstraction of everyday phenomena using a small set of mathematical signs that can be manipulated on screen as semi-concrete objects.
Suggested Activities
a modeling problem
a car is moving at a speed of 20 meters per second when the driver sees a ball rolling on the road. The driver’s reaction time is one second (reaction time is the time that passes between identifying the ball and pressing the brakes.) During that time the car continues at its constant speed. After the driver presses the brakes, the car decelerates for 7 seconds until it stops.
Describe in a graph the distance the car traveled during from the time the driver saw the ball until the car stopped.
What does the lower graph describe in this story?
How would your graph change in each of the following situations: (1) the driver drove faster; (2) the driver was drunk; (3) it was a rainy day.
Using sketches to prove derivative rules
Sketch examples of functions that would fulfill the constraints listed below.
Write the properties that the functions represent or argue why you could not find such functions:
Continuous functions whose derivatives are increase monotonically
Continuous functions that have derivative functions with exactly a single maximum
Continuous functions with derivative functions that have a discontinuity or some sort
Functions with discontinuity that have continuous derivative functions
Functions that have continuous derivative functions and a second derivative with discontinuity [/quote]
[quote][attach]667331[/attach][/quote] [quote][size=4][color=Red]Fit2Go 0.7.1[/color][/size][/quote]
[quote]Description
Fit2Go supports exploration and modeling activities. It supports data collection by proposing a model that can appropriately describe the user’s data. The tool highlights the numeric aspects of a phenomenon. Together, Sketch2Go and Fit2Go provide a comprehensive view of models and modeling.
Fit2Go is suited for building a conceptual understanding of mathematical facts that are usually known only as "rules of thumb." Everyone knows that two points define a line. Fewer would know that three points define a parabola. High school students can prove it either in their algebra course by solving a system of equations or in their analytic geometry studies by implementing the geometric properties of the parabola. Fit2Go provides a wide repertoire of choices that fit given sets or subsets of data, and elicits questions and conjectures that can lead to formal solutions and proofs.
Features
Fit2Go is a linear and quadratic function graphing tool and curve fitter. Students can view a phenomenon, identify variables, conduct experiments, and take measurements in order to construct models of the phenomena. Fit2Go offers linear or quadratic models by presenting graphs and expressions of functions that can fit the data. Fit2Go provides an easy visual way of enter the data by dynamically viewing the point and reading its values. After choosing the type of model (an important decision that should be made by the user rather than automatically interpreted by the tool), Fit2Go presents a specific line (if only two data points are marked) or a specific quadratic function (if three points are marked). Interesting cases occur when too many or too few points are marked. Fit2Go does not attempt to fit a model to all points by interpolation. Rather, it randomly plots optional curves that fit a subset of the marked points and allows the user to alternate between the random options. If there are too few constrains, Fit2Go graphs a family of graphs, which it alternates according to the user requests.
Suggested Activities
Construct a function with a given values-table
a value table is given:
Start by graphing the points on paper. Chart and write down the expression of the function you conjecture would best fit the points.
Enter the order pairs as points into Fit2Go
Click on the points to which you wish to fit your model and choose a family that you think is a good candidate for fitting the points you have selected.
Find relationships between the height of a ramp and the time it takes a skateboard to travel the length of the ramp
If possible, let the students set up an experiment and take measurements. Assume a specific constant length of the board. If it cannot be done, use some data sets that could fit such an experiment
Consider what happens to the run time when the board becomes flatter. Or higher. Could the runtime be zero? Could it be a linear model?[/quote]
[quote][attach]667334[/attach][/quote] 小小的一个SF 支持下呵呵~~！ 汉化组的兄弟早点汉化吧！mm16m
回复 8# sky92682 的帖子
这个汉化以后字看不到mm19m :吹吹 那个,怎么不是中文的.... :疑问 我想下.可是机型怎么没有....麻烦楼主有2630能用的吗回复 11# 三景页 的帖子
应该是可以用的mm13m :大笑 YM终于发出来了。。。 一如既往的强大！！！！ 要是有合集就好了我会收下了啊
我会收下了啊 辛苦了,感谢分享~! 楼主太强大了，葱白你%页:
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