2,636 research outputs found
Meanings in Mathematics: using Internet Memes and Augmented Reality to promote mathematical discourse
No full textLevering on the influence and use of social media in students' perception of learning mathematics, this project has a twofold purpose: the research aim is to contribute in breaking away from the idea that digital culture can be considered as opposed to school culture, investigating the epistemic and didactical affordances of mathematical Internet memes, combined with Augmented Reality technology. The coupled educational aim is to cultivate classroom discourse and maximize linguistic and cognitive meta-awareness in high school students. The project is a work in progress of which this paper presents the theoretical background used to frame the study, the results of a first exploratory teaching experiment - conducted with a group of 24 students attending the 12th grade of Liceo Scientifico in Milan - and the methodology and the next steps of the study
Voltamperometric evaluation of postsurgical edema.
No full textThe authors describe a simple voltamperometric arrangement to evaluate the hydroionic content of dermohypodermic tissues. This measurement exactly expresses the degree of edema in every site of the body and in all clinical conditions. Such an arrangement is particularly helpful with surgical patients, and can be used to judge the effectiveness of the so-called antiedematogenic drug
Geogebra, matematica e disegno architettonico. Analisi matematica e geometrica nei profili degli ordini architettonici: esempi dalla “Regola delli cinque ordini d’architettura di m. Iacomo Barozzio da Vignola”
No full textIl contributo propone l’utilizzo di GeoGebra come strumento per indagare dinamicamente il disegno architettonico dal punto di vista matematico. Le applicazioni presentate sono state realizzate da un gruppo interdisciplinare di ricercatori e dottorandi dei dipartimenti di Scienze Matematiche e di Architettura e Design del Politecnico di Torino. La scelta di un’opportuna fonte grafica, criticamente desunta dalla sterminata mole di “dati grafici e testuali” che il contesto architettonico mette a disposizione degli studenti, permette infatti di sperimentare attivamente sia un processo di studio delle fonti, che più fasi di indagine geometrica e matematica
When They Tell You That i(56) = 1: Affordances of Memes and GeoGebra in Mathematics
No full textThis work aims at investigating the educational
potentialities of mathematical memes, digital objects
belonging to students’ out-of-school culture, in combination
with classic educational objects as GeoGebra applets. To
pursue our goal, we observed a group of 29 12th-grade
students who design, create and interact with mathematical
memes and GeoGebra applets on complex numbers, during an
experiment carried out in Turin in March 2019. Our analysis
follows three students, from the design and production phases
to the group discussion and the interviews conducted the
following year. Specifically, we looked for changes in
students’ praxeologies (following Chevallard’s ATD theory,
1992, 1999) and we traced them back to ZPD mentors
(Vygotsky, 1978; Wood et al., 1976) and micro-level agents
(Prodromou et al., 2018). Results show that the social value
of mathematical memes promotes the appearance of new
micro-level facilitators that enhance the educational
potentialities of GeoGebra and contribute to foster changes in
students’ praxeologies
Meta-Didactical Transposition.2: The Evolution of a Framework to Analyse Teachers’ Collaborative Work with Researchers in Technological Settings
No full textMeta-Didactical Transposition is a framework created to interpret and analyse the interactions between teachers and researchers in the general context of teachers’ professional development. The use of this framework in specific contexts (not only professional development face-to-face courses, but also within MOOCs or collaborative research projects) triggered the need to develop the main ideas of the framework, intertwining them with ideas from other theoretical frameworks that analyse interactions between actors in education. In this chapter we present the evolution of the Meta-Didactical Transposition framework, focusing, in particular, on the integration of new theoretical elements with the aim to deepen the analysis and interpretation of the so-called phenomenon of “internalisation”, which allows teachers and researchers to introduce external components to their own praxeologies. Specifically, we show, by means of three examples in which digital technologies play complementary roles, how this theoretical integration has supported the investigation of the internalisation process from different perspectives, that is, “the where”, “the why” and “the how”
A meta-disciplinary reflection on a steam school activity: the role of mathematics
No full textThis paper aims at providing a meta-disciplinary reflection on the role of mathematics in the design of a STEAM activity for lower-secondary schools. The analyzed case study involves a group of teachers of different disciplines from the same Italian school, who collaboratively designed an interdisciplinary STEAM activity, following a template created by researchers in mathematics education, in the context of an international European project. We analyze data gathered in an interview with the mathematics teacher of the group, conducted to gain insight into the role of mathematics in the design of the activity, from her point of view. Different roles emerged from the teacher’s reflections about the subsequent phases of the project, entailing an evolving relationship between mathematics and the other disciplines
Determinazione dello zinco ematico in soggetti non esposti mediante tecnica di spettroscopia di assorbimento atomico con fiamma
No full textUsage of the Kullback–Leibler divergence on posterior Dirichlet distributions to create a training dataset for a learning algorithm to classify driving behaviour events
No full textMeaning equivalence: A methodological tool for assessing deep understanding
No full textMERLO (Meaning Equivalence Reusable Learning Objects) is a methodological tool originally developed by U. Shafrir and M. Etkind (Ekind, Kenett, Shafrir, 2010). MERLO items (Arzarello, Kenett, Robutti, Shafrir, to be submitted) are structured activities with supporting pedagogical issues, covering appropriate concepts within a discipline through multi-semiotic representations in multiple sign systems. Each item includes five different statement representations that can share or not share the same meaning
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