1,721,011 research outputs found
Design of Classroom Discussions and the Role of the Expert in Fostering an Effective and Aware Use of Examples as a Means of Argumentation
Full text linkTasks that require students to construct examples that meet certain constraints are frequently used in mathematics education. Although examples do not serve as proofs for general statements, they have a supporting role in the preliminary stages of making sense of a certain mathematical phenomenon as well as in the development of argumentation. We hypothesize that examples of the limit-confirming type could also support the initiation of arguments for refuting an existential claim. Although students may be able to construct this type of example, they rarely use it effectively in their argumentation. In this qualitative study, we analyze how teachers could scaffold students’ awareness of the potential role of limit-confirming examples as tools for supporting argumentative processes and reflections on methods of construction of effective examples. We analyzed teacher’s actions to explain and generalize this process by identifying and categorizing key moments that could characterize an approach fostering students’ aware and effective use of examples to develop argumentations
La Matematica nelle concezioni di studenti del Liceo Scientifico: risultati di un’indagine in alcune classi
No full textSi espongono i risultati di una indagine svolta tra studenti degli ultimi anni del Liceo Scientifico realizzata attraverso un questionario con domande a risposta aperta e finalizzata a mettere in luce: a) le loro concezioni circa la matematica e il suo rapporto con le altre scienze, b) i loro sentimenti verso la disciplina e il suo apprendimento, c) i caratteri del suo insegnamento ed il ruolo dell’insegnante. I risultati, ampi e articolati, evidenziano una diffusa riduttiva immagine della matematica, vista come disciplina astratta, rigorosa, il cui apprendimento è spesso gioco fine a se stesso. Una preoccupante proiezione dei dati rilevati riguarda il senso con cui nel sociale si guarda al Liceo Scientifico, dal momento che buona parte degli studenti che lo hanno scelto critica la dimensione teorica della matematica ed esprime sentimenti di rifiuto verso di essa che giungono sino all’odio.concezioni - emozion
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets
No full textIn this paper we present the design of specific digital resources and related methodology, conceived with the aim of exploiting connected classroom technology to carry out formative assessment processes in the mathematics classroom. The digital resources have been created and experimented within the European Project FaSMEd. By using a multi-dimensional theoretical frame developed within FaSMEd, we offer elements of validation for the design, focusing in particular on the activation of formative assessment strategies through the use of "helping worksheets". The elements of validation will be illustrated through an example from a case study
Promoting formative assessment in mathematics teacher education: An experience of distance teaching
No full textWe discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education
Enhancing formative assessment in mathematical class discussion: a matter of feedback
No full textThis contribution is framed in a European project on the use of technology to foster formative assessment strategies (FaSMEd project) and addresses the crucial issue of feedback therein. The theoretical framework refers to formative assessment, with specific focus on different levels of feedback. By analyzing data from teaching experiments in grades 5 and 7, we identify strategies employed by the teacher to provide feedback during class discussion and investigate the effect of such strategies on the enactment of formative assessment
Promoting formative assessment in mathematics teacher education. An experience of distance teaching
No full textWe discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education
Formative assessment in Mathematics in the digital age: teacher's practices and roles
No full textMy contribution concerns the ways in which teachers’ practices in supporting formative assessment (FA) processes through digital technologies (DT) can be interpreted and analysed. After a reflection on the results of research studies on this issue, I present a model recently refined to characterize, at a macro level, the teachers’ FA practices through DT and then the analysis of an example, developed at a micro level to highlight the roles that the teacher plays when interacting with students. I conclude with some reflections on the impact that the experience of distance teaching during the Covid-19 emergency could have on the future evolution of teachers’ assessment practices through DT
A teaching methodology focused on the use of a videogame: analysis of the engagement of students with special educational needs
Full text linkIn this paper we reflect on the effects of a methodology based on the use of a videogame in terms of engagement of students with special educational needs. By referring to theoretical lenses useful to characterize students’ in-the-moment engagement, we analyse data collected within a teaching experiment conducted within mixed-abilities lower secondary school classes. The results of our analysis show a general positive trend in the evolution of students’ engagement structures
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
