A few days ago, I put up a sampler of online widgets I'm designing for a linear algebra course. The impetus was a comment by Paul Tanner on the math-teach list:

Another point: Technology-activities-based math teaching and learning seems inescapably inductive in nature: It always seems to be about something other than algebraic/analytic derivation or proof. So the more one uses technology in teaching, the more inductive a teacher's pedagogy is forced to be. .... [much more]

I think he's correct here - most current development of math tech for teaching is of the discovery-learning genre. Me, I'm more of the "show-it-to-'em" school, and my widgets reflect that philosophy. I look on these widgets more as "interactive diagrams" embedded in a webpage of context/explanation than as independent learning explorations. The latter are much harder to design - or at least to design *well*. I've seen very few that I think really work.

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