Teacher training: a model for introducing innovative digital methodologies for learning Mathematics

Barana, Alice; Fioravera, Michele; Marchisio, Marina

doi:10.4995/head17.2017.5303

Cited by 11 publications

(15 citation statements)

References 7 publications

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“…It is fundamental to connect schools and universities with similar projects, that offer essential materials and data for advances in the research, but also valuable learning experiences for students. Many teachers who participated to the project enrolled to a teacher training course about these methodologies the following year, with the purpose of continuing to use these kinds of activities and becoming autonomous in the preparation of learning materials [40].…”

Section: Discussionmentioning

confidence: 99%

Empowering Engagement through Automatic Formative Assessment

Barana

Marchisio

Rabellino

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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Engagement is one of the most powerful driving forces that moves learners forward in a learning experience. The effects of engagement are related with enjoyment in learning, good results and prevention to drop-outs. Technologies, and in particular automatic formative assessment, can positively influence engagement, as well as providing data to measure it. This paper discusses how computer-based activities with automatic formative assessment and interactive feedback can promote engagement in Mathematics at school level. After discussing a theoretical framework for defining and measuring engagement, the potentialities of activities with automatic formative assessment and interactive feedback designed according to a specific model are illustrated. The activities have been experimented with 299 students of grade 8 in Italy. Through questionnaires administered before and at the end of the experimentation and through data from the online platform, the effects of the online activities on student engagement is evaluated. The activities resulted particularly effective to increase the engagement level in students that had low attitudes toward Mathematics at the beginning of the project.

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Section: Discussionmentioning

confidence: 99%

Empowering Engagement through Automatic Formative Assessment

Barana

Marchisio

Rabellino

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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“…The model of automatic formative assessment has been tested also using assignments created directly by teachers for their own students. The experimentation took place within a teacher training course on innovative didactic methodologies for Mathematics, including automatic formative assessment [21]. 16 teachers constantly adopted the automatic assessment in their classes of 7 th , 8 th and 9 th grade, for a whole school year.…”

Section: Third Experimentation 1) Methodologymentioning

confidence: 99%

A Model of Formative Automatic Assessment and Interactive Feedback for STEM

Marchisio

Barana

Fioravera

et al. 2018

2018 IEEE 42nd Annual Computer Software and Applications Conference (COMPSAC)

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Formative assessment is a practice aimed to enhance teaching and learning and to develop self-regulation. Among the strategies for activating formative assessment, the provision of feedback is one of the most studied: good feedback helps close the gap between actual and desired performance and it promotes selfregulation. Automatic Assessment Systems can improve the practice of formative assessment, especially for the immediacy of feedback and the flexible solutions for questioning. In this context, the Department of Mathematics of the University of Turin has developed a model for automatic formative assessment using an automatic assessment system suitable for STEM disciplines. The key features of the model, grounded on the models from the literature, are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and contextualization. These are detailed and discussed through evidence gained from three experimentations, involving the total number of 553 students. In particular, it emerges that the use of interactive feedback ensures that students process the information from the feedback and use it to improve their performance, thus solving the major problem raised in the literature that feedback are not useful when students do not read them.

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“…The search for the most suitable solutions for the creation of interactive materials that allow the student to independently reach a specific educational objective has been particularly challenging in some cases, and has led to the discovery of new and interesting teaching tricks. Some examples of activities used are: tests with automatic evaluation consisting of adaptive questions with personalized feedback, interactive worksheets for the exploration of contextualized problematic situations created with an ACE that should develop problem solving skills (Barana, Fioravera, Marchisio, 2017c;Barana, Fioravera, Marchisio, 2017d), Moodle lessons. Examples of resources are: video lessons, interactive pdfs, and compilable Moodle pages.…”

Section: Examples Of Digital Educational Materialsmentioning

confidence: 99%

Bridge the gap between high school systems with less than twelve years of schooling and European Universities

Floris

Marchisio²,

Marello³

et al. 2019

5th International Conference on Higher Education Advances (HEAd'19)

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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.

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Teacher training: a model for introducing innovative digital methodologies for learning Mathematics

Abstract: This paper shows a model of teacher training developed by the

Cited by 11 publications

References 7 publications

Empowering Engagement through Automatic Formative Assessment

Empowering Engagement through Automatic Formative Assessment

A Model of Formative Automatic Assessment and Interactive Feedback for STEM

Bridge the gap between high school systems with less than twelve years of schooling and European Universities

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