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TITLE OF THE INTERVENTION TOOL

Understanding the roles played by letters and numbers in Algebra.

ADDRESS TO

Class

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Visual-spatial/Algebra

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

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

FORMATIVE ASSESSMENT STRATEGIES

- Clarifying learning intentions and criteria for success
- Engineering classroom discussions
- Providing feedback
- Activating students s resources for one another

EQUIPMENT NEEDED

Computers, software Geogebra, chequered sheet, pencil, ruler

ESTIMATED TIME

4 hours

DESCRIPTION

The activity is aimed to lead students towards an understanding of the roles played by letters and numbers in Algebra, starting from the detection of the difficulties related to the construction of the meaning of variable, of expression depending on such a variable and, in particular, on the different action the position of numbers and letters play in the expression. It is designed for the whole class and realized both in a computer lab and in classroom.

EDUCATIONAL AIM

Uunderstanding the roles played by letters and numbers in Algebra related also to their position in the expression.

REFERENCES

[1] http://udlguidelines.cast.org/

[2] https://research.ncl.ac.uk/fasmed/

[3] https://wiki.geogebra.org/en/Manual

[4] Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.

[5] Cusi, A., Morselli, F.,& Sabena, C. (2017). Promoting formative assessment in a connected classroom environment: design and implementation of digital resources. Vol. 49(5), 755–767. ZDM Mathematics Education.

[6] Cusi, A., Morselli, F.,& Sabena, C. (2018). Enhancing formative assessment in mathematical class discussion: a matter of feedback. Proceedings of CERME 10, Feb 2017, Dublin, Ireland. hal-01949286, pp. 3460-3467.

[7] 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.

[8] Robotti E., Baccaglini-Frank A., (2017). Using digital environments to address students’ mathematical learning difficulties. In Innovation & Technology. Series Mathematics Education in the Digital Era, A. Monotone, F. Ferrara (eds), Springer Publisher.

[9] Villani V., Berni M. (2014). Cominciamo da zero, Pitagora Editrice Bologna.

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.