moodle & algebraic communication pili royo dipe ies montilivi girona- 2006 pdtr (pr)
TRANSCRIPT
Moodle & algebraic communication
ALGEBRAIC CO-CONSTUCTION THROUGH CONVERSATION IN
VIRTUAL ENVIRONMENTS(STUDENTS 13-14 YEARS OLD)
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.
TASKS
• Analysis of the effective interactions in the co-construction of knowledge through the forums .
• Analysis of individual process
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
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?
DISCUSSION
A. FROM THE FORUMSB. FROM THE WRITTEN INDIVIDUAL
TESTC. FROM THE SURVEYD. THE ROLE OF THE TEACHER
DISCUSSION
• 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.
A.FROM THE FORUMS
Students doing Arithmetic relations
Just good students do this in control group
Just students with difficulties
do this in experimental group
Problem G.
Explicit explanations were found in the experimental group (I)
Even without a good symbolic manipulation
Some conversation constrictionsThe need of complementary
ressources (inside moodle, but out of the forum)
The need of variability observations
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)=
http://matti.usu.edu/nlvm/nav/vlibrary.html
ALGEBRA AND GEOMETRY
DISCUSSION
• 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”.
C. FROM THE SURVEY
D. THE ROLE OF THE TEACHER
• 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 a progressive way the abstraction and the
generalization.• Promoting the reflection, the conjecture and the
experimentation.• Assessment and evaluation of the activity.
DISCUSSION