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Intervention and Monitoring Tools

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TITLE OF THE INTERVENTION TOOL

Understanding of the relation between fractional numbers and percentages improving the Reasoning Skills

ADDRESS TO

Class

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Reasoning/Arithmetic

UNIVERSAL DESIGN FOR LEARNING PRINCIPLES

- Engagement/recruiting interest
- Engagement/Sustaining efforts and persistence
- Engagement/Self-regulation
- Representation/Perception
- Representation/Language and symbols
- Representation/Comprehension
- Action and expression/Physical action

FORMATIVE ASSESSMENT STRATEGIES

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

EQUIPMENT NEEDED

Dashboard, squared paper sheets, pencils.

ESTIMATED TIME

2 hours

DESCRIPTION

Series of educational activities designed for the class which are realized in classroom.

EDUCATIONAL AIM

Understanding of the relation between fractional numbers and percentages improving the Reasoning Skills.

REFERENCES

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

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

[3] 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.

[4] Karagiannakis, G. N., Baccaglini-Frank, A. E., & Rous-sos, P. (2016). Detecting strengths and weaknesses in learning mathematics through a model classifying mathe-matical skills. Australian J. of Learning Difficulties, 21(2), 115–141.

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.