This project (2018-1-IT02-KA201-048274) 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

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)




Follow us

The SMiLD project (2018-1­IT02­KA201­048274) 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.