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http://repository.include-erasmus.eu/jspui/handle/7112/15Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Falagkaras, Aristeidis | - |
| dc.contributor.author | Kalogerakou, Kleopatra | - |
| dc.date.accessioned | 2021-11-09T18:24:37Z | - |
| dc.date.available | 2021-11-09T18:24:37Z | - |
| dc.date.issued | 2021-11-11 | - |
| dc.identifier.uri | http://repository.include-erasmus.eu/jspui/handle/7112/15 | - |
| dc.description | The calculation of the circumference of the earth with the method of Eratosthenes of Cyrene. | en_US |
| dc.language | en | en_US |
| dc.publisher | include | en_US |
| dc.subject | Mathematics | en_US |
| dc.title | How Eratosthenes calculated the circumference of the Earth | en_US |
| dc.type | image | en_US |
| dc.type | inquiry | en_US |
| dc.type | text | en_US |
| dc.type | micro-experiment | en_US |
| dc.type | educational scenario - lesson plan | en_US |
| dc.type | video | en_US |
| dc.keyword | Eratosthenes experiment, circumference of earth, circle | en_US |
| dc.age | 13 | en_US |
| dc.school | 1o peiramatiko gymnasio Athinas | en_US |
| dc.module | The circle | en_US |
| dc.unit | The length of the cicle. | en_US |
| dc.englishLevel | B2 | en_US |
| dc.requirements | interactive board (or projector), internet access, knowledge of Web.02 tools, Stellarium (downloading), instruments for the experiment | en_US |
| dc.duration | 5 | en_US |
| dc.keycompetences | Detailed Competences::1. Literacy Competence::Knowledge::Knowledge of vocabulary, grammar and the functions of language | en_US |
| dc.keycompetences | Detailed Competences::3. Mathematical competence and competence in science, technology, engineering | en_US |
| dc.keycompetences | Detailed Competences::3. Mathematical competence and competence in science, technology, engineering::A. Mathematical competence::Knowledge::Awareness of the questions to which mathematics can offer answers | en_US |
| dc.keycompetences | Detailed Competences::3. Mathematical competence and competence in science, technology, engineering::B. Competence in science, technology, engineering::Knowledge::Knowledge of the basic principles of the natural world, fundamental scientific concepts, theories, principles and methods | en_US |
| dc.keycompetences | Detailed Competences::4. Digital Competence::Knowledge::understanding how digital technologies can support communication, creativity and innovation | en_US |
| dc.keycompetences | Detailed Competences::2. Multilingual Competence::Skills::Ability to understand spoken messages | en_US |
| dc.keycompetences | Detailed Competences::3. Mathematical competence and competence in science, technology, engineering::A. Mathematical competence::Skills::Skill to follow and assess chains of arguments | en_US |
| dc.keycompetences | Detailed Competences::2. Multilingual Competence::Skills::Ability to initiate, sustain and conclude conversations | en_US |
| dc.keycompetences | Detailed Competences::1. Literacy Competence::Attitudes::Need to understand and use language in a positive and socially responsible manner | en_US |
| dc.keycompetences | Detailed Competences::3. Mathematical competence and competence in science, technology, engineering::A. Mathematical competence::Attitudes::Respect for truth and a willingness to look for reasons and to assess their validity | en_US |
| dc.learningOutcome | To get acquainted with the Eratosthenes experiment and the theory that underpins it. • To develop their critical thinking, through curiosity and understanding of the logic that leads to logical conclusions (the means used by Eratosthenes to explain an observation without modern equipment and the verification of these conclusions) • To apply theory in practice by doing Eratosthenes’ experiment • To consolidate mathematical terms and concepts through interactive drill and practice • To enrich their knowledge in the field of Geometry in a foreign language • To practise the use of online dictionaries and online resources • To collaborate effectively in discussing and solving problems • To understand texts with a wide range of vocabulary related to the content area and identify key vocabulary in them • To comment on or discuss different aspects of an issue using a variety of grammatical structures and vocabulary • To summarize the most important points of a text, adapting the text they produce to specific communication purposes or communication environment. • To use digital tools to produce multimodal texts and develop their digital skills. | en_US |
| dc.transversalSkill | Information literacy | en_US |
| dc.transversalSkill | Creativity and Innovation | en_US |
| dc.transversalSkill | Collaboration and Communication | en_US |
| dc.transversalSkill | Autonomous learning | en_US |
| dc.europeanity | The scenario focuses not only on the purely mathematical content, but also on the multicultural nature of the European identity through the multiculturalism of Mathematics. Mathematics has a long history and throughout the centuries it was influenced by different cultures and peoples and managed to evolve by keeping the most significant achievements, something that characterizes the identity of Europe itself. An important part of the European identity rests in the Near East. For example, monotheistic religions originate from Palestine, Philosophy and Democracy from Greece. Likewise, Mathematics has its roots there. Europe adopts ideas and practices, builds on them and integrates them into its own cultural context. In the same way, people who come to Europe as refugees and immigrants can be integrated. Through this particular scenario, we go back to the place and time of birth of Mathematics and get to know the people who gave birth to it. We notice that the birth did not take place within the current geographical boundaries of Europe but in areas where today's refugees come from. So it attempts to show that the European Cultural Framework is not foreign to their own cultural context. There are ties that can be identified and strengthened so that it becomes easier for Europeans and immigrants to bond. | en_US |
| Appears in Collections: | Include | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Eratosthenes_senario.docx | The senario | 3.21 MB | Microsoft Word XML | View/Open |
| Worksheet_3rd Teaching Period.pdf | Worksheet 3rd teaching period | 577.31 kB | Adobe PDF | View/Open |
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