1,721,143 research outputs found
Nuovi approcci nei corsi di Matematica per l’Architettura: connettere forme e formule in geometria attraverso esperienze laboratoriali
No full textI corsi di matematica del primo anno in architettura mirano a fornire agli studenti il linguaggio scientifico, aumentare il pensiero spaziale, creativo, insieme alla capacità di riconoscere e creare forme e consentire un uso consapevole dei software di progettazione. Tuttavia, i futuri architetti italiani considerano spesso questi corsi marginali nella loro formazione (Pagano & Tedeschini Lalli, 2005). Per superare questa criticità, abbiamo sviluppato un’officina sperimentale di 4 ore seguendo la metodologia DBR (Brown ,1992; Barab & Squire, 2004). Il contenuto didattico è la parabola, familiare agli studenti del primo anno, riscoperta con attività volte a svelare il legame tra forma geometrica e descrizione analitica. Gli studenti piegano (su carta) l'inviluppo di una parabola, ne verificano la proprietà di riflessione, "scoprendo" così la descrizione algebrica della curva e, infine, la applicano ad un problema di luminosità in architettura. Dopo la fase di progettazione, il laboratorio è stato sperimentato con due gruppi di 75 studenti del primo anno del Politecnico di Torino e dell'Università Roma Tre nell'a.a. 2021-22. Il confronto delle nostre note sul campo con l'analisi comparativa delle risposte di un questionario finale ci ha fornito risultati incoraggianti sull'apprendimento concettuale e sul coinvolgimento, con un impatto sulla matematica al di là dell'esempio specifico considerato nell’officina.First-year mathematics courses in architecture aim to provide students with scientific language, increase spatial, creative, thinking together with the ability to recognize and create forms, and enable informed use of design software. However, future Italian architects often consider these courses marginal in their education (Pagano, & Tedeschini Lalli, 2005). In order to overcome this criticality, we developed an experimental 4-hour workshop following the DBR methodology (Brown ,1992; Barab & Squire, 2004). The didactic content is the parabola, familiar to first-year students, rediscovered with activities aimed at revealing the connection between geometric form and analytical description. Students fold (on paper) the envelope of a parabola, verify the reflection property, thus "discovering" the algebraic description of the curve and, finally, apply it to a problem of architectural luminosity. After the design phase, the lab was experimented with two groups of 75 first-year students from Politecnico di Torino and Università Roma Tre in a.y. 2021-22. Comparison of our field notes with comparative analysis of the responses of a final questionnaire provided us with encouraging results on conceptual learning and engagement, with an impact on mathematics beyond the specific example considered in the workshop
Thinking inside and outside the box: a hands-on paper folding activity leading to optimisation problems
No full textThis paper explores the use of hands-on origami activities to enhance mathematics learning in high school and university courses, improving both student engagement and deeper understanding of mathematical topics. We designed an origami-based workshop to address the concept of domain of a function and its behaviour at the boundary of the domain alongside two optimisation problems, emphasising real-world applications and creative problem-solving. By implementing these activities in various courses and contexts, we evaluated their effectiveness using a design-based research methodology
Challenges in Mathematics Learning at the University: An Activity to Motivate Students and Promote Self-awareness
Full text linkMath anxiety is always just around the corner. At the university, it makes students continuously postpone the Calculus exam, leading them into a vicious circle of low confidence and poor performance. To get out of this situation, students need to be motivated and involved. They also need to master metacognitive strategies that can support their learning process. In this paper, we present a digital activity entitled Advent Calendar, focused on storytelling and proposed through the logic of spacing. The aim is to increase students’ motivation and self-awareness, but also to obtain learning analytics useful to monitor progress and solve any possible weaknesses with appropriate feedback. The activity was proposed using the tools offered by the Learning Management System (LMS) Moodle. It was tested in three university courses at two Italian universities, the University of Milan and the Polytechnic University of Turin, with students’ active participation. This participation had a high impact on the results of the final examination. Feedback demonstrated positive feelings and good results in the motivation process, while the analytics showed a continuous approach to the study of mathematics
Analytic torsion of half spheres
Full text link In this paper, we present explicit formulas for the analytic torsion of an half sphere. </jats:p
Il problema del male e della colpa nella filosofia dell’esistenza di Karl Jaspers.
No full textI fondamenti filosofici dell'esistenzialismo di Karl Jaspers in relazione alla questione metafisica della "colpa" e del "male"
- …
