- Windows: click on the program that checks for Tcl/Tk. The software will be installed under Programmes/AbulEdu/chemins
Authors: André Connes and the Terrier development team.
Version: 6.3
Publication date : august 2004
Size of file: 621 Ko
System requirements: Linux or Windows + specific Tcl/Tk
Dedicated site: http://www.abuledu.org
Dedicate list: utilisations@abuledu.org
to subscribe: http://listes.abuledu.org/wws/
Genre: Education
Target level: Cycles 1 and 2
Discipline: Discovering the world, orientation in space
Objectives: Space and geometry - Location, orientation - locate and code/decode the cases and nodes within a controlled area
The software is composed of:
The skills necessary to use “Pathways” concern the manipulation of the mouse and the arrow keys.
Description of what is found under each menu and sub-menu:
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File menu: score access |
Activity: accés aux différents exercices |
Options: choix de la langue et du dossier de travail |
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One record of the pupil’s activity is saved in his or her personal folder. See:
A basic process is saved, on request, in the pupil’s personal folder. See:
In this table,
At the end of the report page, you can choose to delete the report.
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At the main interface choose:
- One of the activities: |
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| NB : Use the mouse. Except for the number activities, you can also use the arrow keys (and the Delete and Enter keys for the recorded trails). | |
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| NB: Use the mouse. Except for the number activities, you can also use the arrow keys (and the Delete and Enter keys for the recorded trails) | |
This menu allows you to choose a language amongst those available for the interface display and messages.
Title of the track: progression around chemin (Pathways) software
Presentation:
Disciplines : discovery of the world / maths activities
Target level : large section (third term)
presentation of the track : A series of 3 or 4 paths of increasing difficulty having been grouped by activity (decoding, instant coding, recorded code, hidden trail) it is necessary to undertake many sequences of these activities to arrive at written coding of the pathway in a communication situation.
Progression followed:
Decoding
Trace the pathway starting from the green cell. To do
this, click on the cells according to the direction of the arrows
displayed at the base of the window.
Instant coding
Step by step, choose the direction arrows by clicking on them, starting from the green cell followed by the yellow ones. The cells will clear if the direction is correct.
Recorded code
Step by step, choose the direction arrows by clicking on them, starting from the green cell followed by the yellow ones. The arrows are displayed at the base of the window and the pathway is validated once by clicking on the thumb. Mistakes can be deleted by clicking on the eraser.
Hidden trail
The path is first attempted blind. A second attempt is made after the pupil has transcribed the path on a sheet with the help of the direction arrows (a message for himself or for another pupil).
References to official programmes : locate and code cases and nodes within a controlled area.
Prerequisites: Ability to manipulate the mouse and click accurately.
Cognitive objectives : master coding and movements in space.
Time required : 4 sequences. These activities require close concentration, they should not exceed 20 min.
Educational development:
How to use : Collective presentation, then individual and autonomous work. The use of the Pathways software requires the presence of an adult when introducing the software for children and notably at the time of the choice of exercise and changing the type of activity. The communication activity may be done in pairs, with messages exchanged after coding. A final exchange allows verbalisation and sharing of the strategies employed.
Development of stages:
Creation of scenarios by the teacher by means of module editor or use of pre-set exercises.
The children work one after the other individually. Each time that a scenario is achieved the children choose another path then the following activity when all the exercises have been successfully achieved. The teacher marks the last activity completed and starts again from there for the next sequence. For the final communication activity propose a supporting activity with the aim of discovering efficient coding methods.
Possible extension exercises:
In pairs, one child faces the screen in the decoding activity; he dictates the pathway to another child who has the keyboard but cannot see the screen.
