Mathematical competencies: a case study on semiotic systems and argumentation in an Italian High School

Adesso, Maria Giuseppina; Regno, Flora Del; Lombardi, Laura; Tortoriello, Francesco Saverio

doi:10.1080/0020739x.2020.1726517

Cited by 11 publications

(8 citation statements)

References 6 publications

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“…Furthermore, in terms of achievement of competencies, the results achieved by students are comparable to previous years (Capone et al. 2021 ).…”

Section: Introduction and Motivationssupporting

confidence: 74%

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From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic

Lepore

2021

Tech Know Learn

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This work focuses on Distance Learning during the COVID-19 pandemic to improve students’ motivation, participation, and engagement, trying to contain the drop-out phenomenon. Distance Learning at the time of COVID-19 is an educational methodology and it can be considered the only occasion to keep an educational connection between students and teachers. Experimentation in a Mathematics STEM class was carried out evaluating the impact of Distance Learning on students’ levels of motivation, participation, and engagement, computed through a Fuzzy Cognitive Map. Specifically, it was performed on some affective and interaction parameters derived from using an adaptive e-learning platform and from the answers of a semi-structured questionnaire. The results, which have been analysed through Technological Pedagogical Content Knowledge and Instrumental Genesis theories, show on one hand that Distance Learning is valid as an additional and support methodology but, on the other hand, they highlight the ineffectiveness of completely remote teaching. Therefore, a teaching method that integrates moments of distance teaching with activities carried out in the presence, in the classroom, or in other university environments, is hoped to be used as soon as the emergency is over: a mix of styles, a fluid flow of knowledge between the physical classroom and the virtual classroom. We will call this Integrated Digital Learning.

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“…Furthermore, in terms of achievement of competencies, the results achieved by students are comparable to previous years (Capone et al. 2021 ).…”

Section: Introduction and Motivationssupporting

confidence: 74%

“…The dropout feared at the beginning of distance learning was instead contained within acceptable values. Furthermore, in terms of achievement of competencies, the results achieved by students are comparable to previous years (Capone et al 2021).…”

Section: Introduction and Motivationssupporting

confidence: 64%

From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic

Lepore

2021

Tech Know Learn

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“…[12] (p. 71). In all phases of mathematical activity with word problems, both mathematizations integrate each other [11,16]. In the early definition of horizontal mathematization, the emphasis is placed on the transition from the real world to the mathematical world, just as talking about vertical mathematization refers to the process only within the mathematical world.…”

Section: Understanding the Text As A Horizontal Mathematization Processmentioning

confidence: 99%

“…Moreover, it requires checking the problem conditions, the generalization of solving procedures, and the recognition of a possible application of these procedures in similar problems. By making these mathematization phases explicit, it is possible to analyze pupils' competencies in a more targeted and conscious way and foresee possible specific intervention actions in difficulties [16]. We hypothesize that horizontal mathematization can have an impact on the vertical mathematization process as they are defined.…”

Section: Understanding the Text As A Horizontal Mathematization Processmentioning

confidence: 99%

“…Start ing with the grade 5 test, we explored the grade 2 test looking for possible questions re lated to the same areas, mathematical content, and conceptual fields. The set of question identified in the first analysis consists of 4 grade 5 questions (8, 23, 30, 32) and 7 grade 2 questions (2,4,8,9,14,16,22). Below, we present an example of a chain of questions; in particular, question D32 of the INVALSI mathematics grade 5 test (Figure 3) and question D4 of the INVALSI mathematics grade 2 tests (Figure 4).…”

Section: Choosing the Chains Of Questionsmentioning

confidence: 99%

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Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

Filiberti¹,

Lemmo

2021

Education Sciences

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This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5.

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Lesson Study in Physics Education to Improve Teachers’ Professional Development

Adesso¹,

Fiore²

2022

Challenges in Physics Education

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Mathematical competencies: a case study on semiotic systems and argumentation in an Italian High School

Cited by 11 publications

References 6 publications

From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic

From Distance Learning to Integrated Digital Learning: A Fuzzy Cognitive Analysis Focused on Engagement, Motivation, and Participation During COVID-19 Pandemic

Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

Lesson Study in Physics Education to Improve Teachers’ Professional Development

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