1,721,059 research outputs found
From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic
No full textThis work focuses on Distance Learning during the COVID-19 pandemic to improve students’ motivation, participation, and engagement, trying to contain the drop-out phenomenon. Distance Learning at the time of COVID-19 is an educational methodology and it can be considered the only occasion to keep an educational connection between students and teachers. Experimentation in a Mathematics STEM class was carried out evaluating the impact of Distance Learning on students’ levels of motivation, participation, and engagement, computed through a Fuzzy Cognitive Map. Specifically, it was performed on some affective and interaction parameters derived from using an adaptive e-learning platform and from the answers of a semi-structured questionnaire. The results, which have been analysed through Technological Pedagogical Content Knowledge and Instrumental Genesis theories, show on one hand that Distance Learning is valid as an additional and support methodology but, on the other hand, they highlight the ineffectiveness of completely remote teaching. Therefore, a teaching method that integrates moments of distance teaching with activities carried out in the presence, in the classroom, or in other university environments, is hoped to be used as soon as the emergency is over: a mix of styles, a fluid flow of knowledge between the physical classroom and the virtual classroom. We will call this Integrated Digital Learning
SEMIOTIC AND PRAGMATIC ASPECTS OF INTERDISCIPLINARITY IN MATHEMATICS EDUCATION
Full text linkThis essay aims to advance the debate on the conceptualisa- tion of interdisciplinarity in mathematics education. It asks how the connection between mathematics and other disci- plines can be set up on a theoretical basis, considering semiotics and pragmatic aspects of the processes in mathe- matics education
Blended Learning and Student-Centered Active Learning Environment: A Case Study with STEM Undergraduate Students
Full text linkThis paper describes an embedded case study of “blended” teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational contexts. We aim at improving the task design of a mathematics lesson with an impact on students’ performance in mathematics. Quantitative results show considerable benefits in the evolution of the use and coordination of several systems of semiotic representation. As a result, a better predisposition to the study of the subject seems to appear; moreover, the satisfaction test shows the achievement of alternative teaching methodologies for most of the students
Analyzing difficulties in arithmetic word problem solving: An epistemological case study in primary school
No full textThis paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5
Improving undergraduate students’ performance through a Situation Aware e-learning system
No full textThis paper focuses on an adaptive learning system based on the principles of Situation Awareness and Goal Directed Task Analysis to improve students’ performance by increasing awareness of their status as defined by the parameters of engagement, motivation, and participation. A technique based on a Fuzzy Cognitive Map (FCM) has been defined to identify the current situation by tracking the learner's behavior and interactions with the system. The FCM drives the feedback generation process to improve the situation awareness of the learner and their motivation, engagement, and participation. The system has been evaluated using the Situation Awareness Global Assessment Technique, involving students during the academic years ranging from 2017 to 2022. The experimental results demonstrate that the system, thanks to the FCM, can significantly improve the situation awareness of the learner, even in an emergency
Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe
No full textIn this article, we will describe the embedded case study of the European project “E-Magic” carried out within the Erasmus+ project and which involved 12-16 years old students and teachers from three nations: “Acharnes Special Education Vocational School” in Athens (Greece), IIS “L. Da VinciNitti”, a high school in Potenza (Italy), and from Gabinete de Modernizao das Tecnologias Educativas (G.M.T.E.) in Madeira Islands (Portugal). The project is finalized to enhance Mathematical Competencies by Serious Games learning. We carried out both empirical qualitative and quantitative methods to highlight Serious Games’ effectiveness, as a teaching methodology, in motivating students to learn mathematics. We also hypothesize that prompting a strategic way of thinking within a didactical intervention by game-approach could improve students’ proving processes and support them in mathematical thinking production. Rabardel’s cognitive ergonomics and the Technological Pedagogical Content Knowledge model are the lenses for reading educational experiments’ data. Data seems to show that simulation helps students find alternative and creative solutions to problems. Therefore, Serious Games’ use in education promotes significant changes and mental resources activation
Distance – Learning Goes Viral: Redefining the Teaching Boundaries in the Transformative Pedagogy Perspective
No full textThis work analyzes the teaching and educational approach, based on Distance Learning, used in a Mathematics class with Engineering students. Thinking critically about how we worked before the COVID-19 crisis, we try to elaborate on possible ways to overcome linear processes' inertia. The teacher's educational activities and the students’ reactions are analyzed in the light of the theory of Transformative Learning. We adopt the theoretical and analytical tools provided by the theory of Interest Dense Situation and the theory of Self-Determination. A qualitative and quantitative analysis was conducted referring to a didactic experiment monitoring various elements through a questionnaire consisting of open-ended and Likert questions and thought closed questions together with the results of the midterm test
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