1,721,149 research outputs found
Approaching algebraic proof at lower secondary school level: developing and testing an analytical toolkit
No full textBeliefs and beyond: hows and whys in the teaching of proof
No full textIn this paper, we report on a study aimed at describing the way secondary school teachers treat proof and at understanding which factors may influence such a treatment. This study is part of a wider project on proof carried out for many years. In our theoretical framework, we combine references from research on proof with those from research on teachers in relation to their beliefs. The study was carried out through interviews with secondary school teachers aimed at learning how they describe their work with proof in the classroom, and to elicit beliefs and other factors that shape this work. Through the interviews we were able to detect reasons behind teachers’ choices in planning their work in the classroom. In the present paper, we concentrate on four cases that, among other factors, offer elements suitable to unravel the problem of inconsistencies using the construct of leading beliefs, i.e., beliefs (whose nature may vary from teacher to teacher) that seem to drive the way each teacher treats proof
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies
Full text linkWe study the experts' practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities, focused on the functionalities of DT and on the implemented FA strategies, with a micro-analysis, developed with reference to a theoretical construct useful for interpreting and analysing expert teachers' roles during classroom discussions (the Model of Aware and Effective Attitudes and Behaviours, MAEAB). More specifically, we explore how the expert uses DT to empower these roles with the aim of promoting FA processes. This study has two implications: (1) at the theoretical level, the study will introduce a model aimed at characterising the ways in which the expert can promote FA during classroom discussions when they are mediated by the use of DT; (2) at the pragmatic level, the use of this model to analyse paradigmatic examples from teaching experiments will introduce potential guidelines for teacher professional development aimed at promoting teachers' autonomous use of DT to carry out effective FA practices
Functions of explanations and dimensions of rationality : combining frameworks
No full textThis paper presents the first results of a research project aimed at combining two theoretical frameworks, one concerning explanation and tone related to rationality. The two theoretical lenses are used to understand one episode from a teaching experiment carried out in grade 7, concerning the construction of rectangles with a given perimeter
Identity and rationality in group discussion: An exploratory study
No full textIn this contribution we study group work in mathematics adopting a socio-cultural perspective and combining two theoretical lenses: the construct of identity and that of rational behavior. More specifically, we show how individual identity and dimensions of rationality in interaction may influence conceptual change. Data analysis is performed on excerpts from a group work (age of the students: 12) on negative numbers
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri. insegnanti della scuola dell’infanzia e primaria
No full textIn questo articolo presentiamo i risultati di un’indagine sul tema dell’intreccio tra fattori affettivi e risoluzione di problemi di matematica, condotta su futuri insegnanti di scuola dell’infanzia e primaria, studenti del corso di laurea in Scienze della formazione primaria dell’Università di Torino. Tale studio si inserisce nel campo di ricerca sullo sviluppo professionale degli insegnanti di matematica. In particolare, ci focalizzeremo sulla componente affettiva, centrale soprattutto nel caso dei futuri insegnanti di scuola primaria, generalisti, per i quali è documentato un diffuso atteggiamento negativo verso la matematica e il suo futuro insegnamento.
Il nostro studio intreccia le dimensioni della ricerca e della formazione iniziale degli insegnanti. Da una parte, abbiamo l’obiettivo di studiare l’intreccio tra emozioni, convinzioni e atteggiamenti dei futuri insegnanti, in particolare nella risoluzione di problemi di matematica. Dall’altra, ci proponiamo di mettere a punto dei percorsi che permettano ai futuri insegnanti di sviluppare un rapporto positivo con la disciplina
Technological Challenges for a Sensible Data Management for the Social Sciences and Digital Humanities Example: DARIAH-EU at SFB 1187
No full text“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving.
No full textThe paper focuses on the intertwining between affect and cognition in pre-service primary teachers, with the twofold goal of studying teachers' affect when facing problem-solving activities and of exploring paths for teacher professional development. 81 future teachers were proposed problem solving activities with specific "affective documentation" requests. We present here the first results of data analysis, and describe the main affective pathways emerged. Results are then discussed also with respect to methodological issues and to implications for teacher education activities that include the affective factors as relevant variables
Technological Challenges for a Sensible Data Management for the Social Sciences and Digital Humanities Example: DARIAH-EU at SFB 1187
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