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.

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Intervention and Monitoring Tools

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TITLE OF THE INTERVENTION TOOL

Functions

ADDRESS TO

Class

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Reasoning/Algebra

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

- Engagement/recruiting interest
- Engagement/Sustaining efforts and persistence
- Engagement/Self-regulation
- Representation/Perception
- Representation/Language and symbols
- Action and expression/Expression and communication
- Action and expression/Executive functions

FORMATIVE ASSESSMENT STRATEGIES

- Engineering classroom discussions
- Providing feedback
- Activating students s resources for one another
- Activating learners as the owners of their own learning

EQUIPMENT NEEDED

Tablets or computers with internet connection, projector or interactive whiteboard

ESTIMATED TIME

60 minutes

DESCRIPTION

The intervention tool is conceived to address specific difficulties related to the mathematical domain of algebra and the cognitive domain of reasoning. By means of the intervention tool, that is conceived for all the class, the students may reflect on the expression depending on a variable and on the connection between algebraic formula and graph.

The intervention tool exploits an existing resource, available on the web: https://teacher.desmos.com/activitybuilder/custom/566b31734e38e1e21a10aac8

The resource is developed by means of the dynamic geometry software Desmos and is inserted into the section “Classroom activities”. The resource contains student activities as well as a teacher guide.

EDUCATIONAL AIM

By means of the intervention tool, students are helped to grasp the meaning of variable and expression depending on such a variable.
Students are asked to work on the equation of a linear function as to reach specific goals. Students work on the algebraic representation as well as on the graphic representation of the linear function: they can make hypothesis on the formula and check them on the graph, or imagine the graphic solution and modify the algebraic equation so as to reach the desired graph. Students are also explicitly asked to make hypothesis before modifying the formula.

REFERENCES

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

Desmos
https://teacher.desmos.com/activitybuilder/custom/566b31734e38e1e21a10aac8

INTERVENTION TOOL (PDF)

MONITORING TOOL (PDF)

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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.