This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language

Homepage > Toolkit > Intervention and Monitoring Tools

Intervention and Monitoring Tools

Back to the Intervention Tools

TITLE OF THE INTERVENTION TOOL

Supporting memory in remember theorem

ADDRESS TO

Individual

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Memory/Geometry

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

- 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

FORMATIVE ASSESSMENT STRATEGIES

- Activating learners as the owners of their own learning

EQUIPMENT NEEDED

Sheets, pencil, transparent coloured sheets, GeoGebra

ESTIMATED TIME

60 minutes

DESCRIPTION

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).

EDUCATIONAL AIM

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

REFERENCES

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

Follow us

The SMiLD project is funded by the European Commission through the Italian National Agency for the Erasmus+ Programme. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.