An E-Learning Innovative Approach for Mathematical Argumentative Thinking

Autor/inn/en	Albano, Giovannina; Dello Iacono, Umberto; Mariotti, Maria Alessandra
Titel	An E-Learning Innovative Approach for Mathematical Argumentative Thinking
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Electronic Learning; Mathematics Skills; Mathematical Logic; Persuasive Discourse; High School Students; Geometry; Language Usage; Problem Solving; Foreign Countries; Integrated Learning Systems; Computer Assisted Instruction; Educational Benefits; Italy + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Persuasion; Persuasive Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geometrie; Sprachgebrauch; Problemlösen; Ausland; Computer based training; Computerunterstützter Unterricht; Bildungsertrag; Italien
Abstract	This paper concerns the design of a specific computer-based educational environment fostering students' shift from argumentation to proof in geometry. In particular, we focus on the language difficulties that such a shift might present and on the need for suitable interventions to overcome them. In this respect, we designed a specific device, named Digital Toolkit for Proof (DTP), based on the use of suitable digital tiles, to promote the transition from colloquial register to literate register, used in mathematical communication. We discuss the findings of the experimentation in valving 14-15 years old students from high school who conjecture and prove within the designed environment. The analysis presented shows how the DTP device can promote the emergence of new formulation of justifications that make explicit references to geometric theory. However, the DTP device also shows the occurrence of new specific language issues highlighting difficulties hidden by the use of the colloquial register. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01