This paper deals with the integration of ICTs in the didactic processes in lower and upper secondary school, with specific reference to the learning of Mathematics. In particular, it shows and discusses the results of the experimentation of a didactic path based on a problem posing and solving approach, which includes the use of digital interactive materials for mathematical exploration and of an advanced computing environment for problemsolving. The experimentation took place in Turin, Italy, during the school-years 2016/2017 and 2017/2018. It involved 7 lower and upper secondary schools, 36 classes, 30 teachers, and 826 students. The effects of the learning of Mathematics via the adoption of a digital path are estimated through an evaluation approach composed of a counterfactual analysis integrated with focus groups with teachers and appreciation questionnaires for students to investigate qualitative aspects. The results point out a moderate effect of the adopted didactic methodologies on learning; the effect increases when restricting the sample to students coming from disadvantaged social contexts. In light of the experimentation’s results, the role of the ICTs to support the learning of Mathematics is discussed.

Un percorso digitale inclusivo per l’apprendimento della matematica

Alice Barana;Marina Marchisio
;
2021

Abstract

This paper deals with the integration of ICTs in the didactic processes in lower and upper secondary school, with specific reference to the learning of Mathematics. In particular, it shows and discusses the results of the experimentation of a didactic path based on a problem posing and solving approach, which includes the use of digital interactive materials for mathematical exploration and of an advanced computing environment for problemsolving. The experimentation took place in Turin, Italy, during the school-years 2016/2017 and 2017/2018. It involved 7 lower and upper secondary schools, 36 classes, 30 teachers, and 826 students. The effects of the learning of Mathematics via the adoption of a digital path are estimated through an evaluation approach composed of a counterfactual analysis integrated with focus groups with teachers and appreciation questionnaires for students to investigate qualitative aspects. The results point out a moderate effect of the adopted didactic methodologies on learning; the effect increases when restricting the sample to students coming from disadvantaged social contexts. In light of the experimentation’s results, the role of the ICTs to support the learning of Mathematics is discussed.
gennaio-aprile 2021
1
43
63
Digital interactive path, Digital learning environment, Learning assessment, Mathematical competence, Problem Posing, Problem Solving
Alice Barana, Stefano Boffo, Francesco Gagliardi, Rossella Garuti, Marina Marchisio, Rodolfo Zich
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1792337
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