The educational features of the systems built in the
ARI-Lab project are about the
developing of competences in the arithmetical field, in
the arithmetical problem solving, and in the approach
to algebra through educational practices following a constructive
context. The latest two systems carried out in the sphere
of this project, ARI-LAB 2 and ARI@ITALES,
share the same problem solution environment and the same
microworlds for developing solving strategies. This makes
ARI-LAB 2 and ARI@ITALES
be used to pursue the same educational aims with the students.
In fact, the microworlds common to ARI-LAB 2
and ARI@ITALES have been planned to promote
the development of a great mathematical experience in
the sphere of the arithmetic and algebra; such experience
is considered a key factor for the construction of concepts
and mathematical meanings in these fields of knowledge.
Nevertheless, ARI-LAB 2 and ARI@ITALES
involve two different points of view of managing the educational
practice and, as a result, two different ways of pursuing
the common educational purposes. ARI-LAB 2
reaches these purposes through lab activities and with
local network-connected computers, planned and managed
by the teacher. Specific communication features incorporated
in ARI-LAB 2 allow the development of
co-operative educational practices. The use of ARI-LAB
2 is for teachers able to project and to manage
these educational practices exploiting the functions of
The educational aims are pursued through courses accessible
on the Internet or via CD with ARI@ITALES.
Teachers can plan and realize the courses for their own
students through the tools of ARI@ITALES
or they can use the courses built by others. Teachers
less expert in technologies can avail themselves of a
whole module-built educational path carried out by others.
The availability of a module-built course allows a great
flexibility in managing the educational activity in class.