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

Supporting memory in geometrical demonstration process

ADDRESS TO

Individual

COGNITIVE AREA AND MATHEMATICAL DOMAIN ADDRESSED

Memory/Geometry

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
- Action and expression/Executive functions

FORMATIVE ASSESSMENT STRATEGIES

- Activating learners as the owners of their own learning

EQUIPMENT NEEDED

Sheets, pencil, transparent coloured sheets, GeoGebra.

ESTIMATED TIME

1 hour

DESCRIPTION

The educational activities of this intervention tool are conceived to support metacognitive. They promote the development of strategies that allow students to support memory in its different function: to retrieve theorems (in order to infer information to be used), to keep in mind information obtained form the text (hypothesis), and to process information in order to reach the required thesis (in this regards, see also Intervention tools located in Reasoning area and Geometry domain).

EDUCATIONAL AIM

The intervention tool is aimed at Constructing strategies in order to retrieve geometric facts and theorems or properties, keep them in memory and use them for reasoning.

REFERENCES

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.

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.

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.


UDL Principles: http://udlguidelines.cast.org/

GeoGebra materials:
https://www.geogebra.org/m/rSuyACJC
https://www.geogebra.org/m/rSuyACJC#material/R6by3BuA

INTERVENTION TOOL (PDF)

Intervention_Memory in Geometrical Demonstration Process.pdf

MONITORING TOOL (PDF)

Monitoring_Memory in Geometrical Demonstration Process.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.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License