Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentation

Albano, Giovannina; Iacono, Umberto Dello

doi:10.1007/978-3-319-90790-1_7

Cited by 4 publications

(11 citation statements)

References 10 publications

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“…The environment within which teachers' design or redesign is developed could also be online or blended, as in the cases presented by Albano et al (2020), who introduces a PD setting, characterised both by face-to-face and online interactions, where in-service teachers collaboratively design learning trajectories. In the study presented by Segal et al (2020), the environment for teachers' design is completely online.…”

Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

“…In the case of the PD program presented by Albano et al (2020), teachers' collaborative reflexive inquiry is realised through two main steps. Within the first step, teachers have the opportunity to collaborate with researchers, while, during the second step, teachers are engaged in a peer-review process.…”

Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

“…Theoretical tools (specific constructs deepened through the course materials) are also used to support teachers' and researchers' reflections, during the face-to-face meetings organised within the program presented by Albano et al (2020), and to guide teachers' redesign of learning trajectories (Simon, 2014) according to these reflections. In the example presented by Albano et al, a further tool is used to support teachers' reflexive inquiry, in combination with theoretical tools.…”

Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

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Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration

Robutti,

Trouche,

Cusi

et al. 2024

New ICMI Study Series

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these issues (and other possible sub-issues) in different ways. We will present and weave different threads over the different sections of this chapter, considering the different topics involved, their interaction, and the theoretical and methodological issues and approaches. In particular, we will look at tools and resources not as static products, but as evolving objects, which can be the products of teachers' collaboration, and can support and mediate collaboration. Since tools/resources are seen in this chapter as two sides (means and products) of a coin, using and designing them are then to be considered as two possibly interrelated processes. In the presentation of the glossary (Sect. 5.2.4), we will describe the shared meaning of the terms used in this chapter.

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Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

Section: Supporting Teachers' Collaborative Inquiry Intomentioning

confidence: 99%

See 1 more Smart Citation

Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration

Robutti,

Trouche,

Cusi

et al. 2024

New ICMI Study Series

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show abstract

“…The automatic assessment requires the integration of the ISQ in a computer-based testing environment, that will have to interpret and assess the answer automatically. A concerned implementation has been done integrating the ISQ in the Lesson module of the platform Moodle, allowing a fine tuning of personalized feedbacks and learning trajectories in a case study (Albano, Dello Iacono, Fiorentino, 2016;Albano & Dello Iacono 2018a).…”

Section: Use Of Isq In Automatic Assessmentmentioning

confidence: 99%

A scaffolding toolkit to foster argumentation and proofs in mathematics: some case studies

Albano

Iacono

2019

Int J Educ Technol High Educ

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This paper focus on how language can be seen as an object to be manipulated and how manipulation can act as scaffolding for fostering argumentative competency. To this aim, we have defined a digital toolkit, consisting in virtual "language tiles", made available to the students. The learners can freely articulate their thinking, drag the appropriate tiles in order build sentences for communicating her findings and arguments. The toolkit can also allow automatic assessment of the sentences. We analyse from a theoretical point of view the didactical potential of the toolkit for supporting cognitive process, activating mathematical knowledge and favouring the passage from reasoning, as production of arguments, to expression of arguments, towards construction of formal proof.

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“…Students should be able to share and justify the processes and procedures used, providing adequate arguments to support or refute mathematical statements (NCTM, 2000).When students produce arguments, they elaborate and explain to themselves the concepts they are justifying (Baker, 2003) and this process can help them to integrate new information within existing cognitive structures (Chi et al, 1989). However, a collaborative approach based on the social and individual construction of knowledge (Vygotsky, 1980), encouraging the engagement of students, could promote the development of argumentative and communicative skills (Leitão, 2000;Andriessen et al, 2003;Lazarou et al, 2016;Albano & Dello Iacono, 2018;Fujita et al, 2019). Students, interacting with peers, on the one hand, can compare their own ideas with those of others and, on the other, can explain and justify their reasoning to try to convince each other of the validity of their arguments.…”

mentioning

confidence: 99%

From Argumentation to Proof in Geometry Within a Collaborative Computer-Based Environment

Iacono

2021

Digit Exp Math Educ

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This article is part of a wider research project that has the educational goal of supporting students in the production of conjectures, arguments and proofs, as well as promoting a move from the production of arguments expressed in colloquial registers to arguments expressed in literate registers. In this regard, we Giovannina Albano, Umberto Dello Iacono and Maria Alessandra Mariotti designed and implemented a digital educational environment that allows students to formulate and prove conjectures; three different working areas are available where students can work on a geometrical open problem sometimes individually, sometimes in collaboration. In this article, I report on an empirical study aimed at investigating the functioning of one of these areas, the ‘Working with others’ area, where small groups of students are expected to discuss and formulate a shared solution to a problem. The research question concerns if and to what extent the communication tools, specifically designed to foster students’ collaboration, can promote the production of mathematically acceptable arguments. The qualitative data analysis shows that the ‘Working with others’ area seems to foster discussion within the group and can make students aware of their mistakes. Moreover, it can bring out some students’ misconceptions and can provide useful information upon which the teacher can trigger fruitful discussions. However, this working area does not appear to foster a significant improvement of the production of mathematically acceptable arguments, produced by students in a collaborative and sharing mode. The integration of specific components within this working area seems to be necessary to support the student in moving from argumentation to proof.

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Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentation

Cited by 4 publications

References 10 publications

Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration

Tools and Resources Used/Designed for Teacher Collaboration and Resulting from Teacher Collaboration

A scaffolding toolkit to foster argumentation and proofs in mathematics: some case studies

From Argumentation to Proof in Geometry Within a Collaborative Computer-Based Environment

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