3/17/2023 0 Comments Licensing for gsp5![]() Enter your Computer Password when prompted.When the next window appears, click Install.When the User Agreement appears, click Continue and then click Agree.When the Install MathType 7.3.1 window appears, click Continue and then click Continue again.Double click on MathType7MAC.pkg to open the installer.Windows users can download that version of MathType 7 from.You have now successfully installed Geometer’s Sketchpad and will be able to use it for one year from the date of install.Enter the License Name and Authorization Code as listed in the e-mail you received from ITS and click Register.When the Registration window appears, select Register a license on this computer.Double click on GSP5.app to run Geometer’s Sketchpad.If this is a clean install, you will not see this message. If you have a copy of Geometer’s Sketchpad already installed on your computer, click Replace when the warning message appears.When the next screen appears, click on the GSP5.app icon and drag it onto the Applications icon to complete the installation.Double click on GSP506 for Mac.dmg to run the installer.Windows users can download that version of Fathom from oo.gl/KMZCVp.To do this, right mouse click on the Fathom icon in your Dock and select Options from the pop-up menu, and then select Keep in Dock. To make Fathom more easily accessible, you may wish to add it to your Dock. When the Activation was successful window appears, click OK.Copy code from the opened document, paste it in the Code field in Fathom, and click Activate.Go to and open the document titled Fathom License Code.When the Registration dialog box appears, select Register an authorization code on this computer.Double click on Fathom to open the program.After file has finished copying to the Applications folder, double click on the Applications icon.When the Fathom 2.4 window appears, click and drag the Fathom 2.4 folder icon onto the Applications folder icon.Double click on Fathom 2.4 for Mac.dmg to open the installer.Open your Downloads folder (found on the right side of your Dock).Windows users can download that version of Fathom from.You MUST be logged in to your Deerfield Google Account to access the links in the instructions below. To do this, right mouse click on the DiLL icon in your Dock and select Options from the pop-up menu, and then select Keep in Dock. To make DiLL more easily accessible, you may wish to add it to your Dock. To do this, right mouse click on the DiLL Client icon while open and select Options from the pop-up menu, and then select Keep in Dock. If you wish to make DiLL more easily accessible, you may wish to add it to your Dock.To open DiLL Client, type DiLL into the Spotlight Search.If prompted to delete DiLL Client Installer, click Move to Trash.When installation is complete, click Close.If prompted to allow access control, click OK.End your Computer Password when prompted.Click Continue once more to install the DiLL Client and related services.Click Agree to confirm agreement with terms of license.When the End User License window appears, click Continue.When the Install DiLL Client window appears, click Continue.Double click on DiLL_Client_1.8.4.28.pkg to open the installer.If you have changed the default settings on your browser, you may find the downloaded file on your Desktop.Open your Downloads folder (found on the right side of your Dock).The weak relationship between motivation and mathematics performance among Malaysian students may be explained by the culture and value of East Asian towards education, which is discussed in this paper.You MUST be logged in to your Deerfield Google Account to access the links in the instructions below. The results also showed that motivation and mathematics performance were not strongly correlated for this group of students. The ANCOVA results showed that the intervention did not significantly improve the experimental group’s students’ motivation towards mathematics learning, despite having their motivation mean scores improve from Time 1 to Time 2. The findings showed that Malaysian students had a slightly above-average level of motivation towards mathematics. Two intact Form Two classrooms were randomly assigned to an experimental group and a comparison group - each with 20 students. The study adopted a non-equivalent control group design with pre-and posttest with two weeks of treatments. The motivationally adaptive instructions were designed following the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. Geometer’s Sketchpad is used in the study to foster a technology-enhanced learning environment. This quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students’ motivation towards mathematics in a technology-enhanced learning classroom.
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