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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.

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Intervention and Monitoring Tools

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TITLE OF THE INTERVENTION TOOL

Supporting visual-spatial in geometry

ADDRESS TO

Individual

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Visual-spatial/Geometry

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

- Engagement/Sustaining efforts and persistence
- Representation/Perception
- Representation/Language and symbols
- Representation/Comprehension
- Action and expression/Expression and communication
- Action and expression/Executive functions

FORMATIVE ASSESSMENT STRATEGIES

- Activating learners as the owners of their own learning

EQUIPMENT NEEDED

Computers, software GeoGebra.

ESTIMATED TIME

120 minutes

DESCRIPTION

Two educational activities designed for the students which can be realized through GeoGebra and in paper and pencil

EDUCATIONAL AIM

The intervention tool is aimed to support visualization process that refers to the use of figures and images for illustration, exploration or verification of different geometric situations.

REFERENCES

Duval, R.: 1995a, ‘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.: 1998b, ‘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. https://doi.org/10.1080/19404158.2017.1289963

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

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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.