Here, the student must compare the perimeter and the area of two given figures. If the student answers only some of the questions correctly, the correct answers are indicated with a pink box around them and the student is given another chance to try and answer those questions which were previously answered incorrectly. A quick review, specific to the incorrect answers, is provided and the student can also access the Helpline for further assistance. An example in the use of online tools and self-discovery in a highly active mode appears in Elementary Algebra, when the student learns how to solve systems of two linear equations in two unknowns. The Explore module allows the student to use a powerful built-in grapher.
Some instructors choose to check each student's journal every week.
The conic sections are generated by cutting a dual cone with various planes. Depending on the cut, the cross-section yields either a parabola, a circle, an ellipse, or a hyperbola. At one time, I also brought a model into the classroom and used it to help in the visualization of the process. But today, with sophisticated computer graphics at hand, a lovely simulation of the procedure can be effected with which all students, irrespective of their skills at visualization, can be assisted in seeing the conic sections actually generated. Not only are students learning mathematics in courses taught with visual technologies, but longitudinal studies conducted by some institutions are showing that students who have been exposed to these interactive multimedia learning materials perform better in subsequent courses.