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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

Understanding the meaning of mathematical terms

ADDRESS TO

Class

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Reasoning/Arithmetic

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

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

FORMATIVE ASSESSMENT STRATEGIES

- Activating students s resources for one another
- Activating learners as the owners of their own learning

EQUIPMENT NEEDED

Computer with Java for Phet Interactive Simulations, dashboard, sheets, pencil

ESTIMATED TIME

2 hours

DESCRIPTION

Series of educational activities designed for the class which are realized in classroom and at home.
In particular, in working at home the student has to work out a series of problems which will then be shared and discussed in class.

EDUCATIONAL AIM

The educational objectives are to improve reasoning skills in the area of arithmetic.

REFERENCES

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

[2] 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.

[3] 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.

[4] 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.

[5] Marcheschi, A. (2014). Un’indagine sulle difficoltà argomentative nell’Ambito Numeri degli studenti a livello di primo biennio della scuola superiore. Tesi di Laurea, Università degli studi di Pisa, Italia.

[6] Mayer R.E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49-63.

[7] Pietro Di Martino, , Problem solving e argomentazione matematica, 2017 , 23 - 37.

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.