Automatic Formative Assessment Strategies for the Adaptive Teaching of Mathematics

Barana, Alice; Fissore, Cecilia; Marchisio, Marina

doi:10.1007/978-3-030-86439-2_18

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Teachers also collaborate with each other, sharing ideas, teaching strategies, and materials that have been reviewed and tested in their classrooms. They also develop activities in collaboration with the tutors at a distance during the online training sessions (Barana et al, 2020). A lot of gamification studies focused on specific software or mechanics applied to Learning Management Systems.…”

Section: The Digital Learning Environment Of the Ppands Projectmentioning

confidence: 99%

Teachers' Strategies and Difficulties in Designing Gamification Activities

2023

IJWI

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The spread of technological and IT tools in recent decades has contributed to the demand for new methods, approaches, and tools, such as games, in the field of education. In recent years, gamification has gained considerable interest in various areas, including industry, healthcare, business and education. Teachers are often attracted to gamification but sometimes do not know how to implement it. It is therefore necessary to train teachers not only on the theoretical content but also and above all on how to plan didactic activities using innovative educational approaches. The context of this research is the immersive 3-hour workshop on the theme "Gamification and education: innovative approaches to facilitate learning" which involved 54 teachers from all over Italy from primary to secondary school. The workshop was organized as part of the Italian Ministry of Education's national PP&S project, which aims to improve teaching and learning using new methodologies and technologies. After a short theoretical introduction, the teachers were guided through the individual step-by-step creation of a gamification activity. The research questions are: Which are the most frequent characteristics, factors, and elements of gaming employed in the planning of didactic activities by school teachers? What were the most adopted gamification strategies? What were the most common difficulties in designing gamification activities? To answer the research questions, we analyzed teachers' responses to the initial questionnaire before the workshop and to the final questionnaire at the end. We considered also the designed forms filled by teachers in order to understand how they employed the proposed methodology within their educational activity and to detect which were the most common difficulties in designing gamification activities. Through the designed form, we considered how teachers incorporated gamification strategies into their activities, whether they did so in a marginal way or in a structured way. The results show that, even if some strategies were more complex to develop, teachers really appreciated the proposed methodologies and they tried immediately to put them into practice. The study is an opportunity to reflect on the difficulties that teachers may have in designing didactic activities on different topics with a gamified approach, in order to redesign teacher training to overcome them.

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Section: The Digital Learning Environment Of the Ppands Projectmentioning

confidence: 99%

Teachers' Strategies and Difficulties in Designing Gamification Activities

2023

IJWI

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“…At the same time, teachers develop gamification teaching activities for their students at a distance, within a DLE dedicated to the community of PP&S teachers, who also collaborate with each other exchanging ideas, teaching strategies and materials reviewed and tested in their classes. They also develop activities in collaboration with the tutors at a distance during the online training sessions (Barana et al, 2020). Table 1 shows an example of designing mathematical activity using gamification, illustrated to teachers during online training activities and during this workshop.…”

Section: The Digital Learning Environment Of Ppands Projectmentioning

confidence: 99%

Design Didactic Activities Using Gamification: The Perspective of Teachers

2023

Proceedings of the 17 Th International Conference on E-Learning and Digital Learning (ELDL 2023) and 11th International Confere

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In recent years, gamification has raised considerable interest in various fields, including industry, healthcare, business and education. Moreover, the spread of technological and IT tools has contributed to the claim of new methodologies, approaches and tools, such as games, in the education field. Teachers are often attracted by gamification but they do not know how to put it into practice. It is therefore necessary to train teachers not only on the theoretical contents, but also and above all on the planning of didactic activities to adopt innovative educational approaches. The context of this research is the immersive 3-hour workshop on the theme "Gamification and education: innovative approaches to facilitate learning" which involved 54 teachers from all over Italy from primary to secondary school. After a short theoretical introduction, the teachers were guided through the individual step-by-step creation of a gamification activity. The research questions are: Which are the most frequent characteristics, factors and elements of gaming employed in the planning of didactic activities by school teachers? What were the most adopted gamification strategies? To answer the research questions, we analyzed teachers' responses to the initial questionnaire before the workshop and to the final questionnaire at the end. We considered also the design forms filled by teachers in order to understand how teachers employed the proposed methodology within their educational activity. The results show that teachers really appreciated the proposed methodologies and they tried immediately to put them into practice.

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Teaching the Specialized Language of Mathematics with a Data-Driven Approach: What Data Do We Use?

Fissore,

Floris,

Conte

et al. 2024

Lecture Notes in Computer Science

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Numerous studies in Mathematics Education have shown that among the causes of disciplinary learning difficulties are the acquisition and understanding of its specialized language. Data-Driven Learning (DDL) is a didactic approach that treats language as data and sees students as researchers doing guided discovery activities. The exploration of corpora can effectively support reflection on the specialized languages of Mathematics. What data should be used? Students daily use the most recent Large Language Models (LLM) and Google, which can be used for linguistic investigations. However, it must be remembered that there is no total control over the data on which searches are carried out, the results, and the type of language they use. Control over the data is important, especially when teachers want to use these tools to design and deliver didactic activities. This paper presents a recent DDL research activity with 80 secondary school students on the specialized language of Mathematics. The students conducted linguistic investigations on a specially designed corpus and carried out corpus-based activities with automatic formative assessment within a Digital Learning Environment. The results show that the students appreciated the proposed activities. They develop linguistic and mathematical skills and become more aware of the importance of the language they use. Students developed digital skills in browsing, searching, and filtering data, as well as in evaluating data, information, and digital content. LLM, such as ChatGPT, could not be used for the same type of activity, but with appropriate design, they can be used as a starting point for investigation and linguistic reflection. In the future, given the notable diffusion of these AI tools, it is essential to train teachers and students on their strengths and weaknesses and how they influence teaching and learning.

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Automatic Formative Assessment Strategies for the Adaptive Teaching of Mathematics

Cited by 3 publications

References 23 publications

Teachers' Strategies and Difficulties in Designing Gamification Activities

Teachers' Strategies and Difficulties in Designing Gamification Activities

Design Didactic Activities Using Gamification: The Perspective of Teachers

Teaching the Specialized Language of Mathematics with a Data-Driven Approach: What Data Do We Use?

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