This paper shows a model of teacher training developed by the Department of Mathematics of the University of Turin, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.

Teacher training: a model for introducing innovative digital Methodologies for learning Mathematics.

BARANA, ALICE;FIORAVERA, MICHELE;MARCHISIO, Marina
2017

Abstract

This paper shows a model of teacher training developed by the Department of Mathematics of the University of Turin, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.
3rd International Conference on Higher Education Advances (HEAd’17)
Valencia
21-23 giugno 2017
Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17)
Valencia: Editorial Universitat Politècnica de Vàlencia
608
616
978-84-9048-590-3
Advanced Computing Environment, Automatic Assessment System, Mathematics, Problem Posing and Solving, Teacher training, Virtual Learning Environment.
Barana, Alice; Fioravera, Michele; Marchisio, Marina
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1652214
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