1,721,033 research outputs found
Il ruolo dell’insegnante nell’ambito di una didattica dell’algebra come strumento per ragionare: lenti teoriche per l’analisi.
No full textIn questo contributo focalizzerò l’attenzione sull’analisi del ruolo svolto dall’insegnante durante attività mirate a supportare un uso consapevole del linguaggio algebrico come strumento di pensiero. In particolare, analizzerò due discussioni di classe, relative a tipologie diverse di attività algebriche, attraverso le lenti fornite dal costrutto teorico M-CACE (modello di comportamenti ed atteggiamenti consapevoli ed efficaci). L’analisi sarà mirata a mostrare come il costrutto consenta, da un lato, di caratterizzare gli approcci adottati dai docenti, e, dall’altro, di evidenziare sia aspetti efficaci che aspetti problematici di tali approcci
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies
Full text linkWe study the experts' practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities, focused on the functionalities of DT and on the implemented FA strategies, with a micro-analysis, developed with reference to a theoretical construct useful for interpreting and analysing expert teachers' roles during classroom discussions (the Model of Aware and Effective Attitudes and Behaviours, MAEAB). More specifically, we explore how the expert uses DT to empower these roles with the aim of promoting FA processes. This study has two implications: (1) at the theoretical level, the study will introduce a model aimed at characterising the ways in which the expert can promote FA during classroom discussions when they are mediated by the use of DT; (2) at the pragmatic level, the use of this model to analyse paradigmatic examples from teaching experiments will introduce potential guidelines for teacher professional development aimed at promoting teachers' autonomous use of DT to carry out effective FA practices
La festa dei numeri: early algebra e valutazione formativa in classe prima
No full textL’articolo coniuga il tema della valutazione formativa con quello dello sviluppo dei significati matematici attraverso processi argomentativi. In particolare, viene affrontato il tema del significato del simbolo di uguaglianza, con un approccio precoce al pensiero algebrico in seno all’aritmetica. Dopo un inquadramento teorico si discutono i risultati preliminari di alcune sperimentazioni condotte in quattro classi prime della scuola primaria e che riguardano lo sviluppo di discussioni di classe a partire dalla proiezione dei protocolli degli studenti
A theoretical construct to analize the teacher’s role during introducing activities to algebraic modelling
No full textIn this work we will introduce a theoretical construct that we have elaborated as a tool for the analysis and the interpretation of the teachers’ actions during class activities which are aimed at fostering an aware learning of the use of algebraic language as a thinking tool. Through the analysis of an excerpt of a class discussion concerning introductory activities to algebraic modelling, we will show how this construct could provide “transparent” indicators to highlight the effectiveness of the teachers’ actions during class interaction
EDUCATIONAL PROCESSES IN EARLY ALGEBRA TO PROMOTE A LINGUISTIC APPROACH TO IT: BEHAVIOURS, AND AWARENESS EMERGED IN TEACHERS
No full textIn this paper we trace the changes of perspective occurred in algebra teaching, sketching the recent trends and discussing the increasingly more complex role played by the teacher. We introduce our Project (ArAl) both as corpus of studies for a linguistic and socio-constructive approach to early algebra and as an integrated system of teachers’ education. We present the project methodology and introduce the multi-commented classroom transcripts (MT), seen as a useful tool to promote teachers’ ability to orchestrate early algebra discussions and to critically observe their own actions in the classroom. We report an MT excerpt and we analyse the related comments highlighting behaviours and awareness emerged in the teacher. We conclude with some remarks about the value of our methodology and about the conditions which determine its efficacy
Educational processes in early algebra to promote a linguistic approach: behavior and emerging awareness in teachers
No full textIn this paper, we trace the changes in perspective that occurred in algebra teaching, sketching recent trends and discussing the increasingly complex role played by the teacher. We introduce our project (ArAl) both as a corpus of studies for a linguistic and socio-constructivist approach to early algebra and as an integrated system of teacher education. We present the methodology adopted in the project and introduce the multi-commented transcripts (MT) of class discussions, seen as a useful tool to promote teachers’ ability to orchestrate early algebra discussions and to critically observe their own actions in the classroom. We provide an MT excerpt and analyze the related comments, highlighting behavior and awareness emerging in the teacher. We conclude with some remarks about the value of our methodology and the conditions that determine its efficacy
The teacher's role in promoting students' rationality in the use of algebra as a thinking tool
Full text linkThis paper deals with the crucial issue of the first approach to algebra as a thinking tool. A relevant excerpt from a teaching experiment is analysed through the use of two complementary theoretical tools: Habermas’ concept of rational behaviour and the construct of Model of aware and effective attitudes and behaviours (MAEAB). This analysis is carried out with the aim of highlighting how the different roles played by the teacher during class discussions promote students’ rational behaviour
Enhancing formative assessment strategies in mathematics through classroom connected technology
Full text linkThe paper analyses how connected classroom technologies can be exploited to foster formative assessment practices in the mathematics classroom. Referring to a three- dimensional framework developed within the European project FaSMEd and to Hattie and Temperley’s levels of feedback (2007), an excerpts from a classroom discussion in grade V is analysed in order to show the complex dynamics between the different formative assessment strategies that can be activated
Enhancing formative assessment strategies in mathematics through classroom connected technology
No full textThe role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation
Full text linkWe address students’ processes of generalization in early algebra and investigate how the teacher can support them in developing interpretations of non-canonical arithmetic representations, by means of argumentation. Data are constituted by grade 5 students written protocols and excerpts from video-recorded classroom discussions. The analysis is developed on qualitative base, referring to three main aspects: the layers of generalization that emerge in students’ semiotic activities, the argumentation, with reference to the criteria of correctness, clearness, and completeness, and the roles played by the teacher to foster students’ generalization and argumentation processes. Results point out three specific roles that revealed powerful for fostering students’ evolution across different layers of generalization, by means of argumentation: reflective guide, activator of reflective attitudes and activator of interpretative processes
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