Intervention and Monitoring Tools

Supporting memory in remember theorem

Individual

Memory/Geometry

- Engagement/Sustaining efforts and persistence
- Engagement/Self-regulation
- Representation/Language and symbols
- Representation/Comprehension
- Action and expression/Physical action
- Action and expression/Expression and communication

- Activating learners as the owners of their own learning

Sheets, pencil, transparent coloured sheets, GeoGebra

60 minutes

The educational activity of this intervention tool is conceived to support metacognition. It promotes the development of strategies which allow students to support memory in its different function mentioned above. In particular, this activity focus on that is to retrieve theorem (in order to infer information to be used).

The intervention tool is aimed at Constructing strategies in order to retrieve geometric facts and keep them in memory in order to use them for reasoning

Duval, R.: 1995, ‘Geometrical Pictures: Kinds of representation and specific processing’, in R. Suttherland and J. Mason (eds.), Exploiting Mental Imagery with Computers in Mathematics Education, Springer, Berlin, pp. 142–157.

Duval, R.: 1998, ‘Geometry from a cognitive point a view’, in C. Mammana and V. Villani (eds.), Perspectives on the Teaching of Geometry for the 21st Century, Kluwer Academic Publishers, Dordrecht, pp. 37–52.

Karagiannakis, G. N., Baccaglini-Frank, A. E., & Roussos, P. (2016). Detecting strengths and weaknesses in learning mathematics through a model classifying mathematical skills. Australian J. of Learning Difficulties, 21(2), 115–141.


UDL Principles: http://udlguidelines.cast.org/

GeoGebra materials:
https://www.geogebra.org/m/rSuyACJC
https://www.geogebra.org/m/rSuyACJC#material/R6by3BuA

intervention_Memory in Remember Theorem.pdf

Monitoring_Memory in Remember Theorem.pdf