1,720,993 research outputs found
On different strategies to solve problems involving algebraic expressions
Get PDFThis study is part of a larger project that involves Italian teachers and students in grades 6 and 7, with the objective of designing inclusive mathematical activities, through cycles of implementation and revision of the designed materials, in order to promptly address known difficulties or overcome emerging difficulties in mathematical learning
Funzioni e grafici in ambienti digitali dinamici
No full textIn questo articolo riportiamo uno studio sui processi di formazione di significati relativi alla nozione di funzione e alla sua rappresentazione grafica in ambienti di geometria dinamica e presentiamo un’attività didattica sulle funzioni centrata sulla gestione di diverse rappresentazioni grafiche e verbali di funzioni reali di variabile reale. I software di geometria dinamica rendono possibile la realizzazione di grafici dinamici in cui la relazione di dipendenza funzionale si concretizza attraverso due tipi diversi di movimento, diretto e indiretto, dei punti che rappresentano rispettivamente le variabili indipendente e dipendente. Il continuo sforzo degli studenti di descrivere i grafici dinamici e le loro osservazioni durante il trascinamento ha portato all’uso di particolari termini e in generale di segni che sono stati condivisi nella classe e che sono stati messi tra loro in relazione per costruire espressioni via via più complesse e significati matematici sempre più evoluti
Exploring Mathematical Learning Opportunities Afforded by a Balanced Scale Digital Activity
No full textThis article investigates the potential mathematical learning opportunities arising from a digital activity designed to enhance students’ comprehension of equations. Employing a commognitive-oriented lens, the analysis explores the potential mathematical discourses that could emerge from students’ interactions with a digital scale inspired by the balance-model metaphor for teaching linear equations. Utilising the Realization Tree construct, we visually map potential realizations and mathematical connections related to various mathematical objects that can be discussed through the activity. Our analysis reveals that the dynamic nature of the digital artifact can facilitate insightful discourses around equations, numbers, and inequalities. The dynamic environment can also invite students to ask ‘what if...’ questions about the scale and different weight blocks, leading to explorative participation in the discourse about equations. We discuss the affordances of the activity and future implications of the Realization Trees we build in examining the learning opportunities enacted in actual students’ interaction with such an activity
Didattica della matematica inclusiva. Un percorso di ricerca-azione per la scuola secondaria di primo grado
No full textDurante gli anni scolastici 2019/20 e 2020/21 un gruppo di insegnanti della Provincia Au- tonoma di Trento ha partecipato al percorso di ricerca-azione e accompagnamento formati- vo esperienziale “Didattica della matematica inclusiva”, promosso e coordinato da IPRASE all’interno del progetto FSE Le nuove frontiere del diritto all’istruzione. Rimuovere le difficoltà d’apprendimento, favorire una scuola inclusiva e preparare i cittadini responsabili e attivi del futuro. A conclusione di tale biennio, il materiale didattico progettato e sperimentato per le classi prime e seconde della scuola secondaria di primo grado è stato revisionato alla luce dei risultati delle sperimentazioni e messo a punto ai fini della sua disseminazione. Tutti i ma- teriali sono adesso reperibili liberamente online all’indirizzo internet https://www.iprase.tn.it/ didattica-della-matematica-inclusiva
The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice
No full textThis book is the second edition of “The Mathematics Teacher in the Digital Era. An International Perspective on Technology Focused Professional Development” that appeared eight years earlier, in 2014 (Clark-Wilson et al., 2014). Over the eight years between the two editions there has been a growing emphasis on the teacher's role in technology-enhanced educational environments, leading to new theoretical and practical findings and implications for teacher education both at the pre-service and in-service levels. The chapters address teachers’ experiences with technology, including their time as mathematics learners in university undergraduate courses, their participation in university-based pre-service teacher education courses, their involvement in university-based teacher education courses, and their participation in research projects as in-service teachers. The book offers a diverse collage of concerns and perspectives on research and practice. So, instead of summarizing the content of each chapter, we will look at cross-sections of the book, capturing themes that we believe will be of interest to a range of readers, from university researchers, to in-service teachers, pre-service teachers and teacher educators
Superare le difficoltà in matematica
No full textNon esistono soluzioni standardizzate, e occorre superare l’idea di un sapere trasmissivo: secondo la ricerca, un apprendimento solido e duraturo dipende da una comprensione profonda,
frutto di esplorazione e costruzione attiva del saper
Exploiting the potential of dynamic asymmetry in dragging to foster students’ understanding of functions and their cartesian graphs
No full texthe notion of function is considered central in mathematical thinking and in mathematics curricula, especially at the high school level. In particular, being able to interpret a function’s behavior by looking at its Cartesian graph and to construct a graph starting from the function’s properties are processes that are widely considered essential in mathematical thinking. These processes are based on two key aspects: (1) understanding basic notions in functional thinking, such as variable and covariation and (2) reconstructing the relationship between variables from a Cartesian graph of a function, and, vice versa, constructing a Cartesian graph of a function based on the relationship between the variables. However, many studies have shown that mastering these concepts is complex. We designed and implemented a sequence of activities in a digital interactive environment, capitalizing on its dynamic asymmetry potential (DAP), the potential to let students experience both the variations and the asymmetry in the behavior of varying objects that can be dragged on the screen. Through examples from an implementation of these activities, we show how students can come to appreciate specific aspects of the notion of function, tightly related to the DAP and to recognize them in the traditional static Cartesian graph representation
Digital artifacts in Mathematics Education: How can we study the learning processes they promote?
No full textThis contribution is an elaboration of what was presented by the first author at her invited conference "Digital Artifacts in Mathematics Education" held in September 2023 at the XXII Congress of the Italian Mathematical Union. The aim of the paper is to present to those who are less familiar with qualitative research in Mathematics Education fundamental aspects to consider when studying mathematics learning mediated by digital artifacts. Three examples are presented that show glimpses of mathematical learning mediated by digital artifacts; we discuss how such student learning processes can be captured through adaptations of the Theory of Semiotic Mediation. In the discussion of the three examples, we also highlight the fundamental role played by task design and by the educator in promoting the students’ mathematics learning
Digital artifacts in Mathematics Education: How can we study the learning processes they promote?
No full textThis contribution is an elaboration of what was presented by the first author at her invited conference "Digital Artifacts in Mathematics Education" held in September 2023 at the XXII Congress of the Italian Mathematical Union. The aim of the paper is to present to those who are less familiar with qualitative research in Mathematics Education fundamental aspects to consider when studying mathematics learning mediated by digital artifacts. Three examples are presented that show glimpses of mathematical learning mediated by digital artifacts; we discuss how such student learning processes can be captured through adaptations of the Theory of Semiotic Mediation. In the discussion of the three examples, we also highlight the fundamental role played by task design and by the educator in promoting the students’ mathematics learning
Sense-making in algebraic mathematizing discourse: The profiles of Bea and Nico
Get PDFThis paper analyzes the discourse of two low-achieving high school students as they solve equations. Using a commognitive perspective, we show in fine-grained detail how attempts at sense-making provide an important dimension through which to explore aspects of their mathematizing discourse
- …
