Juggling Reference Frames in the Microworld Mak-Trace: The Case of a Student with MLD [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Baccaglini-Frank, Anna; Antonini, Samuele; Robotti, Elisabetta; Santi, George
Titel	Juggling Reference Frames in the Microworld Mak-Trace: The Case of a Student with MLD [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dyslexia; Learning Disabilities; Mathematics Skills; Cognitive Processes; Perspective Taking; Teaching Methods; Cognitive Development; Mathematics Education; Educational Technology; Technology Uses in Education; Computer Oriented Programs; Mathematical Concepts; Concept Formation; Program Effectiveness; Adolescents; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Zukunftsperspektive; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Mathematische Bildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerprogramm; Concept learning; Begriffsbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Italien
Abstract	This study gives insights into how Logo-like microworlds can affect cognitive development related to mathematics education of students with math learning difficulties. In particular, we analyse the case of a 15-year-old student with dyslexia and severe dyscalculia. Among the various cognitive aspects involved, here we delve into the development of his perspective-taking ability, seen in terms of becoming aware of and juggling two different allocentric frames of reference. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01