The IO 1 & 2 focus on the technical development of both components of the ASYMPTOTE project, namely on the web portal and the mobile application.
Whereas the app is the medium for students to work on samples of mathematical tasks, so-called learning graphs, the web portal can be considered as “teacher’s working space”. Teachers can here select learning graphs in the open database of the web portal, or create their own tasks and learning graphs. Students can invoke learning graphs and participate in the Digital Classroom via the ASYMPTOTE app – only a smartphone is required.
The web portal shall enable teachers to monitor the learning progress of their students (e-portfolio & learning analytics), to directly support the students (chat function) and to create assessment sessions.
In the IO3 and IO4, we create generic tasks and learning paths in different languages as well as for secondary and university level in the web portal.
Generic tasks are characteristic problems for a specific mathematical topic. Thus, they can be considered as blueprints or example tasks. Hence, by the rollout of the app and the web portal a profound database of tasks and learning path concerning various topics on different levels will be available and useable.
To make the system as attractive as possible for (future) teachers, we additionally develop a manual which provides all necessary information to use ASYMPTOTE for lectures or lessons, including the handling of web portal and app, the use and creation of learning graphs and the usage of the system’s features, e.g. the learning analytics tool.
IO5 and IO6 refer to the further development of ASYMPTOTE. The project idea and its handling are presented to European teacher students by preparing a long-term curriculum in way of a digital and decentralized MOOC in different languages. This MOOC theoretically and practically educates mathematics student teachers how to use the tool.
The project is presented on several international conferences of mathematics education, especially on the project’s conference. It is embedded in ongoing research and the results and outputs will be constantly validated in order to further develop the system and to make it known in the community of mathematics education.