1,721,039 research outputs found
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
Teachers' beliefs: the problem of inconsistency with practice
No full textResearch on teachers’ beliefs is based on the shared assumption that teachers’ mathematical beliefs are closely related to teachers’ intention of practice (and then to teachers’ practice). But if many studies have confirmed a strong relationship between beliefs and practice, there are also many studies finding low relationships or even inconsistencies. How can we explain these inconsistencies? Our hypothesis is that that in many cases such inconsistencies are apparent and that they depend on an implicit assumption in the interpretation of self-reports collected to investigate on teachers’ beliefs. In this paper we discuss our hypothesis and the results of a 2-years research aimed at verifying or refusing it
Enhancing formative assessment strategies in mathematics through classroom connected technology
No full textDesigning 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
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
An informal mathematics education project to prevent early school drop-out|Un progetto di educazione matematica informale per prevenire la dispersione scolastica
No full textIn questo articolo presentiamo un lavoro di progettazione e formazione docenti all'interno del progetto ``Proud of You'', orientato alla prevenzione della dispersione scolastica in periferie svantaggiate del territorio di Napoli. Discutiamo scelte metodologiche e forniamo esempi di attivitaÁ appartenenti a percorsi didattici finalizzati a obiettivi di educazione alla cittadinanza attiva e di miglioramento degli atteggiamenti verso la matematica, e piuÁ in generale verso la scuola. A partire dall'esperienza nel progetto, presentiamo le nostre riflessioni sulla costruzione di contesti di educazione matematica informale, sviluppati per includere anche gli studenti che vivono un grave svantaggio socio-culturale, e sulla relativa formazione docenti. Riteniamo che quest'ultima sia la chiave di volta per lo sviluppo di approcci didattici alla matematica efficaci, attenti agli ideali democratici e situati nella storia, nella cultura e nei bisogni specifici di un territorio.We present our work within the project, aimed at preventing school drop-out in disadvantaged suburbs of Naples. Specifically, we present aspects related to the educational design and teacher training, discussing methodological choices and providing examples of activities oriented to citizenship education's objectives and to the development of positive attitudes towards mathematics, and more generally towards school. Starting from the experience in the project, we present our reflections on the construction of informal mathematics education contexts, developed to also include students who experience serious socio-cultural disadvantage, and on the related teacher course. We believe that the latter is essential for the development of effective didactic approaches to mathematics, which take into account democratic ideals, and that are located in the history, culture and specific needs of a specific territory
Exploiting the feedback of the aplusix cas to mediate the equivalence between algebraic expressions
No full textabstract. This paper stems from the ReMath European project1 that focuses on the role of representations in dynamic digital artefacts (DDAs), and on the role of theoretical frameworks with respect to their use in educational contexts. Framed within the Theory of Semiotic Mediation, the paper presents some results concerning how the potentialities of the Aplusix DDA, and in particular of the feedback component, can be exploited by the teacher in relation with the notion
of equivalence between algebraic expressions. Through a semiotic analysis of excerpts from a classroom discussion, evidence of the semiotic process triggered by the teacher’s interventions is provided
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