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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

Memorizing geometrical facts

ADDRESS TO

Class

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Memory/Geometry

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
- Action and expression/Expression and communication
- Action and expression/Executive functions

FORMATIVE ASSESSMENT STRATEGIES

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

EQUIPMENT NEEDED

GeoGebra, virtual blackboard (e.g. padlet)

ESTIMATED TIME

60 minutes

DESCRIPTION

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.

EDUCATIONAL AIM

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.

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]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 (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.