Bibliographic record
Abstract
Interactive applets, which are typically web-based, are the most recent manifestation of technological tools used in mathematics education. They are unique in their focus on small interactive units, due in large part to the current nature of web-access where large programs are unwieldy and quickly exhaust download capabilities and user patience. Well designed interactive applets enable students to engage in investigations of mathematical relationships without having to spend a lot of time learning how to use the tool that creates the various representations of these relationships. For example, the volume and surface area activity (NCTM, 2001), shown in Figure 1, enables students to investigate multiple representations of volume and surface area relationships. The focused and user-friendly nature of well-designed interactive applets may make them appropriate as models of mathematical concepts and of new pedagogical directions, as is the case at the Illuminations.nctm.org web site of NCTM (2001), where interactive applets such as the one in Figure 1 are used to demonstrate the pedagogical directions outlined in the Principles and Standards for School Mathematics document (NCTM 2000).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".