Problem Solving Competence Developed Through a Virtual Learning Environment in a European Context

Abstract

In modern societies, life itself is a problem solving. OCSE-PISA defined the problem-solving competence as the capacity to engage in cognitive processing to understand and solve problem situations where a method of solution is not immediately obvious. Hence in teaching Mathematics, and in general scientific subjects, it becomes important to adopt new methods centred on student learning, which are able not only to deliver knowledge but also to enhance the competence in problem solving. It is essential to start from simulated real-life problem situations in order to explain new concepts, since it enables students to understand the application of Mathematics as well as to enhance their ability to regulate problem-solving processes. The University of Turin has adopted problem solving digital methodologies using a virtual learning environment integrated with an advanced computing environment, automatic assessment and a web conference system. This set of technologies promote interaction among students and help teachers guide and coach their students in creating, conjecturing, exploring, testing and verifying. In the Erasmus+ Project SMART – Science and Mathematics Advanced Research in good Teaching - the University of Turin shared these methodologies with other European partners (Strategic Partnership Key action). The aim of this exchange of best practices is to obtain Mathematics and Science teachers who are more involved in the methodology and consequently students who are better equipped to develop coherent mental representations of problem situations, more flexible in incorporating feedback and in reflecting. In the paper, examples of interactive material produced and tested in the Project are presented and the results of the experience are discussed.

Using Communication and Collaboration Tools in Virtual Learning Environments Moodle for Mathematics in Primary School

“…Integration of virtual reality game elements by learning to apply fractional operations in real life, promotes better mathematical achievements of primary school students [4]. The use of problem-solving methodologies integrated with advanced computer environments, automated assessment, and web conferencing systems in a VLE promotes student interaction and helps teachers train students to design, speculate, explore, test, and verify [5]. In modern VLE, the use of integrated communication and collaboration allows to advise and evaluate the student's knowledge and abilities, to offer him the most suitable individual learning path [6], to develop responsibility and integrity by performing interactive tasks [7].…”

Organization of Student-Oriented Pedagogical Studies: Analysis of Students Learning Experiences

“…For students to understand the relevance of learning, theoretical studies must be applied in practical activities [5]. Solving real-life, relevant, and understandable problems encourages students to interact with the tutor and peer by exploring, raising hypotheses, and developing new products [6], solving and interpreting real-life problems [7]. The involvement of students in the learning process and its reflection makes it possible to develop a sense of responsibility and understand the meaning of selfdevelopment, which is a clear prerequisite for improving lifelong learning abilities [8]- [9].…”