Intervention and Monitoring Tools

Memorizing geometrical facts

Class

Memory/Geometry

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

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

GeoGebra, virtual blackboard (e.g. padlet)

60 minutes

The intervention tool is conceived to support the memorization of geometric facts by means of their guided discovery and description by means of multiple registers.

The intervention tool is aimed at guiding students in the discovery and description of relevant geometric facts (concerning parallel lines curt by a transversal line). The idea is that the guided discovery by means of a dynamic geometry software, coupled with a description in natural language, may support memorization.

[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]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]Duval, R.: 1995, ‘Geometrical Pictures: Kinds of representation and specific processing’, in R. Suttherland and J. Mason (eds.), Exploiting Mental Imagery with Computers in Mathematics Education, Springer, Berlin, pp. 142–157.
[5]Duval, R.: 1998, ‘Geometry from a cognitive point a view’, in C. Mammana and V. Villani (eds.), Perspectives on the Teaching of Geometry for the 21st Century, Kluwer Academic Publishers, Dordrecht, pp. 37–52.
[6]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.
[7]UDL Principles: http://udlguidelines.cast.org/
[8]GeoGebra materials:
https://www.geogebra.org/m/rSuyACJC
https://www.geogebra.org/m/rSuyACJC#material/R6by3BuA

Intervention Tool 5.pdf

Monitoring Tool 5.pdf