Dalin Inc. announces the launch of its high school mathematics visual-dynamic-quantitative exploration software and its online graphical video lessons for teaching and learning school mathematics. These resources, that harness technology for pedagogical purposes, represent a pedagogical breakthrough in school mathematics education. The Dalin Inc. pedagogical approach is to teach and learn school mathematics through visualization, which is essential for human beings to KNOW the meaning of any object or term (“a picture is worth a thousand words”), and through exploration, which is essential to UNDERSTAND mathematical objects, properties and characteristics. This is the HUMAN PEDAGOGY according to which people learn to know and understand their world from early childhood and onward. Dalin’s products enable to overcome the obstacles to understanding school mathematics by translating the symbolic mathematics language into visual representations and by providing the necessary tools to explore those visual representations. Such exploration leads to discovery and to understanding of school mathematics theorems and concepts, while satisfying students' natural curiosity. Dalin’s software and graphical lessons enhance the implementation of a pedagogical revolution in school mathematics education, which will lead to accumulation of knowledge, understanding, success as well as a significant decrease in the rate of dropout. They also significantly improve the teaching and learning of the Common Core State Standards for Mathematics, or any other High School mathematics curriculum. The proposed software products were approved as met the social content standards required by the California Board of Education. Therefore, districts may purchase them using either Proposition 20 Lottery Funds or general funds.
Dalin Inc. high school software and lessons are available for FREE trial, review and evaluation until December 31, 2012 . Please visit the website: www.novomath.com.
Dr. Joseph Dalin – President of Dalin inc. dalin@novomath.com
No comments:
Post a Comment