1,721,232 research outputs found
A holistic framework to model student's cognitive process in mathematics education through fuzzy cognitive maps
No full textThis study introduces a pioneering framework for modeling students' cognitive processes in mathematics education through Fuzzy Cognitive Maps (FCMs). By integrating key educational theories—Duval's Semiotic Representation Theory, Niss's Mathematical Competencies, Marton's Variation Theory, and the broad Engagement, Motivation, and Participation framework— the model offers a comprehensive and holistic understanding of students' cognitive landscapes. This research underscores the necessity of a multidimensional approach to capturing the intricate interplay of cognitive, affective, and behavioral factors in students' mathematical learning experiences. The novelty lies in its methodological innovation, employing FCMs to transcend traditional qualitative analyzes and facilitate quantitative insights into students' cognitive processes. This approach is particularly relevant in the current era dominated by digital learning environments and artificial intelligence, where real-time, automated analysis of student interactions is increasingly vital. The proposed FCM has been developed over the years with a data-driven approach; the concepts and relationships in it have been derived from the literature and refined by the author's experience in the field. Illustrated through case studies, the framework's utility is demonstrated in diverse contexts, highlighting how the quantitative data obtained are confirmed by qualitative approach: analyzing the impact of remote learning during the Covid-19 pandemic on student engagement and exploring Augmented Reality's role in enhancing mathematical conceptualization. These applications show the framework's adaptability and its potential to integrate new technologies in educational practices. However, the transition from qualitative to quantitative methodologies poses a challenge, given the prevalent use of qualitative approaches in mathematics education research. Additionally, the technological implementation of the FCM model in educational software presents practical hurdles, necessitating further development to ensure ease of integration and use in real-time educational settings. Future work will focus on bridging these methodological gaps and overcoming technological challenges to broaden the FCM model's applicability and enhance its contribution to advancing mathematics education
Riqualificazione energetico-ambientale alla scala urbana ed edilizia del quartiere Ater di Monticchio, L'Aquila
No full textPresenta lo studio del progetto sul quartiere di Monticchio all'Aquila che indaga le possibili influenze del clima esterno (il ruolo dei sistemi naturali antropici configuranti il contesto ambientale) sull'efficienza energetica complessiva di un insediamento; I risultati consentiranno di configurare le tecnologie più appropriate per raggiungere maggiore sostenibilità in una riqualificazione energetico-ambientale degli edifici
EMOSTASI E TROMBOFILIA.POLIMORFISMI GENETICI ASSOCIATI ALLE PATOLOGIE CARDIOVASCOLARI E NEUROVEGETATIVE
No full textLDL cholesterol(LDL-C) has been the cornerstone measurement for assessing cardiovascular risk for nearly 10 years.Recent data demonstrate that apolipoprotein B (Apo-B) is a better measure of circulating LDL and the concentration is a more reliable indicator of risk than LDL-C.In this report,we review the studies of a apo B and LDL-C reported to date,discuss potential advantages of their measurement over that of LDL-C and the present information related to standardization.
In line with recently guidelines,the addition of apo B represents a next most important step.
Thus,it appears to consider using apo B along with LDL-C to asses LDL related risk for an period until the superiority of apo B is generally recognized.
Recent genome-mitochondrial DNA association studies have pinpointed many loci associated with neurovegetative disease's.
We have studied the association between genetic mutation factors on a whole mtDNA in longitudinal study design has enabled the investigation of genetic variation influencing trait values over time
GeoGebra Augmented Reality to Facilitate the Manipulation of Different Semiotic Representations of Paraboloids
No full textIn this research, we investigated whether the use of GeoGebra Augmented Reality (AR) can foster students in conceptualising a mathematical object by manipulating its different semiotic representations. We designed and implemented, with thirty university mathematics students, a teaching sequence on paraboloids using GeoGebra AR supported by GeoGebra 3D with the aim of fostering students’ work with different semiotic representations. All the activities carried out during the teaching case study were video-recorded, transcribed, and analysed according to Duval’s Theory. Results show how GeoGebra AR facilitated students in the manipulation of different semiotic representations of paraboloids involved by highlighting the cognitive activities of treatments and conversions which emerge while conceptualising the mathematical object at stake
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
Perché non bisogna parlare al telefonino mentre si guida: l’attenzione ed i suoi scherzi
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