Geodesic
How learning in an electronic environment affected bilingual children in mathematics and informatics
Mathematics and Education in Mathematics, Tome 52 (2023), pp. 192-197.

Voir la notice de l'article provenant de la source Bulgarian Digital Mathematics Library

This article examines how e-learning has affected bilingual students in mathematics, informatics and IT classes. Has this way of learning been reflected in a positive or negative direction? Are they thus aware of the need for education? Various definitions of distance learning that may find practical application in mathematics and information technology education are considered. Настоящата статия разглежда как се е отразило обучението в електронна среда на учениците билингви в часовете по математика, информатика и ИТ. Дали този начин на обучение се е отразил в положителна или отрицателна посока? Дали по този начин осъзнават нуждата от образование? Разглеждат се различни дефиниции за дистанционно обучение, които могат да намерят практическо приложение в обучението по математика и информационни технологии.
Mots-clés : bilingual, electronic environment, synchronous learning, asynchronous learning, blended learning, 97P20, 97B20, билингви, електронна среда, синхронно обучение, асинхронно обучение, смесено обучение, 97P20, 97B20 
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     title = {How learning in an electronic environment affected bilingual children in mathematics and informatics},
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Stefanova-Milanova, Silvena. How learning in an electronic environment affected bilingual children in mathematics and informatics. Mathematics and Education in Mathematics, Tome 52 (2023), pp. 192-197. http://geodesic.mathdoc.fr/item/MEM_2023_52_a16/