Intervention and Monitoring Tools

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

Class

Reasoning/Arithmetic

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

- 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

Dashboard, squared paper sheets, pencils.

2 hours

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

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

[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.

05 Intervention Tool.pdf

05 Monitoring Tool.pdf