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Word 97) to see the advantages over regular metafiles otherwise Windows will convert your EMF to a WMF which looks worse than if you just copied a WMF directly (Windows 95 loses the size information attached to the image and Windows NT ignores pen-width settings when doing this conversion). Note that you need to paste the picture into another 32-bit program that uses enhanced metafiles (e.g. Unlike old Windows metafiles, enhanced metafiles are designed to handle text properly so you will see the titles and legends when you use Copy Graphs EMF. The copied image will always be the same resolution as the grid shown on the screen, so if you want a large picture, maximize the window, or for a smaller size, make the window smaller.Ĭopy Graphs EMF prepares an enhanced metafile of the graphing screen. Hint: for the best possible quality of raster images, let Graphmatica size the bitmap for you instead of scaling it with the paint program or word processor.
#Graphing program graphmatica pdf
PDF will provide higher print quality images using less memory. Use the Paste Special command in the target application to choose which format is pasted.
#Graphing program graphmatica mac os
On Mac OS X, the Copy Graphs menu item copies both vector (PDF) and raster (TIFF) images to the pasteboard simltaneously. You can then paste it into virtually any paint program and do whatever you like with the image.
#Graphing program graphmatica how to
Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.Graphmatica offers a number of options to copy a graphic of the grid and your graphs to another application to incorporate in another document to print or publish.Ĭopy Graphs BMP copies the current graphing screen into a bitmap and places it into the clipboard. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Oral assessments also served as reflective thinking experiences that reinforced student learning. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge.
#Graphing program graphmatica professional
End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Prior studies in the scholarship of teaching and learning have shown the benefits. (Unpublished master’s thesis, National Institute of Education, Nanyang Technological University, Singapore DOI: 10.13140/RG.0881)Ī purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University.
This seemed to suggest that there was an inherent advantage of using IT to explore mathematical concepts. The pupils in the experimental class also showed a moderately positive affect towards the use of IT.
The findings indicated a significant difference in pupils’ conceptual and procedural knowledge although there was no significant difference in their affect towards mathematics in general and towards the topic in particular. One class used an interactive computer algebra system called LiveMath, while the other did not have access to IT. In this study, both the experimental and control classes were taught using a guided discovery method to explore the characteristics of the exponential and logarithmic curves. Many previous studies compared the effect of computer-assisted instruction with traditional teacher-directed teaching and any difference in performance might be due to a different pedagogical approach instead of the use of information technology (IT). The study investigated the effect of exploratory computer-based instruction on pupils’ conceptual and procedural knowledge of graphs, and the affective issues towards the use of computers in mathematics.
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