1,720,964 research outputs found
Focus sui concetti di variabile, parametro e incognita di alcuni quesiti INVALSI
No full textQuesta ricerca si pone come obiettivo quello di studiare la gestione dei concetti di parametro, variabile e incognita in due quesiti INVALSI di grado 10, scelti tra quelli in cui è stata registrata un’alta percentuale di risposte er-rate o mancanti. Lo studio consiste in un’analisi qualitativa su un campione ristretto di studenti, volta a indagare le difficoltà incontrate nella gestione di questi concetti. Per analizzare le strategie messe in atto dagli studenti è stato scelto il modello 3UV, sviluppato da Ursini e Trigueros, che permette di ca-talogare le azioni che essi hanno implementato
Doubling the side, doubling the area: Managing representation with a Geoboard tool
No full textIn this paper we analysed the ability of high school students to handle the representation of the
squares and to construct new figures in Geoboard software. We proposed two questions to the
students, in which they were asked to construct squares under certain conditions. We analysed the
difficulties encountered and the strategies implemented framing them within Duval’s theoretical
framework. Moreover, we focused the attention on the presence of an intuitive rule that guided the
resolution process compromising the solution of the tasks and which processes are involved in the
handling of the representation of geometric figures
Graphical Recognition of Antiderivatives: Analysis of Different Strategies Reflecting Level of Expertise Using Eye-Tracker Tool
No full textThe aim of this research is to identify the difficulties of the students with Calculus tasks. This study is a qualitative analysis carried out using the eye-tracker tool. The data collected allowed us to study the differences and analogies between the experts and novices in their cognitive processes. The way of reading a text can provide a lot of information about cognitive and resolution processes. Through the eye tracker instrument, it is possible to observe the ability of the subject to switch between different registers of representation. Calculus tasks concern the concept of derivative and antiderivative; in particular, students were asked to recognise the graph of an antiderivative function. Finally, this allowed us to put forward some suggestions that, in our opinion, could improve the Didactics of Mathematics at the level of the first years of academic studies, in the delicate period that accompanies the student in the transition from secondary school to university
In-service Italian primary mathematics teachers' knowledge and beliefs about possible students' mistakes in mathematics large-scale tests
No full textThis paper presents part of a larger research that is still under development. We discuss some results
of a questionnaire administered to a sample of in-service Italian primary teachers. We show teachers
responses about student answers in large-scale tests administered for Italian national assessments.
The data collected show some aspects of teacher pedagogical content knowledge and beliefs. The
analysis carried out in our study can become the starting point to design teacher educational program
in which data from large-scale tests are used to reflect on student possible difficulties and mistakes
Prompting embodied instrumented covariation with the digital Tracer
No full textThis study explores a learning environment that involves tasks designed by exploiting a digital artifact called digital Tracer. Such an artifact enables an embodied design of tasks that may prompt a covariational perspective on (functional) relationships traditionally taught by adopting a static approach. The paper aims to investigate how peers work together with the digital Tracer (what can be called an intercorporeal functional dynamic system) in order to solve some tasks elaborated with an embodied design. Employing the framework of embodied instrumentation, the preliminary analysis presented in this study examines a group of three university students, one of whom acted as an observer, while solving tasks that required them to follow two given traces (a broken line and a circumference) using the digital Tracer
Teachers' professional development and mathematics LSA: first result of national project
No full textOur study is part of the broad epistemological and didactic debate about how to integrate the results, methods, theoretical frameworks, and findings of large-scale tests into the actions of teachers and the wider context of educational institutions. Large-scale assessments (LSA) becoming the subject of several research in mathematics education (Suurtamm et al., 2016). In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) is a public research institution, part of the National Evaluation of the Education and Training System (SNV), that promotes the improvement of educational levels through the deployment of tools to measure the students’ learning outcomes and skills, and through the quality assessment of schools. Macro phenomena highlighted in these surveys can provide useful information and become interpretative tools of some aspects of the mathematics teaching-learning processes specific to the Italian context (e.g. Ferretti & Bolondi, 2019). Our study shows outcomes of the National Research Project “Mathematics standardized assessment as a tool for teachers’ professional development”, which aims to develop theoretical and operative tools for exploiting the results of the mathematics national assessment tests with respect to teachers professional development. The main expected outcome is the development of models for pre-service and in-service mathematics teachers, based on an effective and conscious use of standardized assessments. In particular, a model for the professional development of in-service and pre-service teachers is outlined. Qualitative and quantitative analyses will lead to an increasingly fine-tuned delineation of the model, which will be implemented in numerous in-service teacher professional development courses and degree courses for pre-service teachers. This national project is financed by European Union and Italian Ministry of Education and University (PRIN 2022 - research projects of significant national interest)
Cooperative learning in game theory activities
Full text linkInternational audienceThe purpose of our paper is to analyse the effectiveness of group work and the role of the emotions in game theory activities. Such a setting, unfamiliar to most of the students, allows to build activities with more than one solution and more than one solving strategy. In particular, the activity concerning a cooperative game is reported and, following Kagel and Cooper's studies, it is highlighted how students involving in groups activities have a more strategic and successful approach than those who tackle them individually. One of the aims of this paper is to study the change of the vision of the mathematics after these activities, using the lenses of the Di Martino and Zan framework. Furthermore, this research looks at the metacognitive activities that are stimulated during the resolution and how they lead to the construction of shared knowledge
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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