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Moodle & algebraic communication

Moodle & algebraic communication. Pili Royo DIPE IES Montilivi Girona- 2006. PDTR (PR). Moodle & algebraic communication. ALGEBRAIC CO-CONSTUCTION THROUGH CONVERSATION IN VIRTUAL ENVIRONMENTS (STUDENTS 13-14 YEARS OLD). ABSTRACT. The aims of the study are:

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Moodle & algebraic communication

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  1. Moodle & algebraic communication Pili Royo DIPE IES Montilivi Girona- 2006 PDTR (PR)

  2. Moodle & algebraic communication ALGEBRAIC CO-CONSTUCTION THROUGH CONVERSATION IN VIRTUAL ENVIRONMENTS (STUDENTS 13-14 YEARS OLD)

  3. ABSTRACT The aims of the study are: • Analyzing the hypothetical trajectories observed in conversation forums on the virtual environment Moodle. • And to find the characteristics of forum as learning mediator of algebra.

  4. TASKS • Analysis of the effective interactions in the co-construction of knowledge through the forums. • Analysis of individual process

  5. PHASES 2. Using conversation forums to discuss and to look for strategies of resolution of algebraic problems, in a collaborative environment. 1. Design & Implementation of a moodle –algebra course

  6. Phase I

  7. Phase II

  8. “THE SCREEN ACTIVITIES”

  9. THE PROBLEMS of the forums • A PING-PONG MATCH If in a ping-pong championship n players play, which is the total number of parties that will gamble? • HENS AND PIGS In a farm there are 18 animals, hens and pigs all together. The number of legs is 50. How many hens and how many pigs are they? • DIVISIONS Which is the smaller number of three numbers that when dividing it successively by 4 by 5 and 6, always obtains 3 of remainder?

  10. DISCUSSION FROM THE FORUMS FROM THE WRITTEN INDIVIDUAL TEST FROM THE SURVEY THE ROLE OF THE TEACHER

  11. DISCUSSION • FROM THE FORUMS Children read the interventions of their partners much more times than they write in the forum. This can be associated at more reflexive interventions when they do. The coexistence of both types, actual and online interventions, must be taken into account as a better way than only one of them. Interactions between students of similar and different cognitive levels take place. In the design of these forums, the teacher has to consider the difficulty of some mathematical expressions. Significant learning is produced. It is possible to see it through the evolution on the interventions and through the results on the written individual test.

  12. Significative learning is produced

  13. Significative learning is produced

  14. B.DISCUSSION Written individual test After forums

  15. Students doing Arithmetic relations Just students with difficulties do this in experimental group Just good students do this in control group Problem G.

  16. Middle level students solving by using symbolic language skills Problem G

  17. Other methods just in the experimental group Problema G

  18. Explicit explanations were found in the experimental group (I) Even without a good symbolic manipulation

  19. Explicit explanations were found in the experimental group (II)

  20. Explicit explanations were found in the experimental group (III)

  21. Traditional methods without self-control were used by control group (III) Problema G.

  22. Many relations were found even without good final results

  23. Many relations were found

  24. Some talks and strategies during the experiment were “applied” to a new situation

  25. They achieve self-confidence on their own strategies

  26. Some conversation constrictionsThe need of complementary ressources (inside moodle, but out of the forum) The need of variability observations

  27. ALGEBRA AND GEOMETRY http://matti.usu.edu/nlvm/nav/vlibrary.html Activity 1 • Show the multiplication x (y + 2) by filling in the rectangle. What is your answer? Change the value of x by dragging the x-slider. X(y+2)=

  28. DISCUSSION C.FROM THE SURVEY • Children didn’t percieve 7 weeks (once a week) as a long time doing the task. As they say, it allows you “to take your time”. • Children think this way is better than others because they have access to more “opinions”.

  29. D.THE ROLE OF THE TEACHER DISCUSSION • Design and organization of the learning experience. • Selection of representative algebraic problems to encourage discourse. • Guide and scaffolding when necessary. • Promoting the participation of all the students • Promoting on aprogressive way the abstraction and the generalization. • Promoting the reflection, the conjecture and the experimentation. • Assessment and evaluation of the activity.

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