Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

2.50
Hdl Handle:
http://hdl.handle.net/10547/622374
Title:
Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics
Authors:
De Vecchi Galbiati, Paola; Folgieri, Raffaella; Lucchiari, Claudio
Abstract:
This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘.
Affiliation:
Università degli Studi di Milano
Citation:
De Vecchi Galbiati, P., Folgieri, R., Lucchiari, C. (2017) 'Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics'. Journal of pedagogic development 7 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
1-Nov-2017
URI:
http://hdl.handle.net/10547/622374
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/404
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorDe Vecchi Galbiati, Paolaen
dc.contributor.authorFolgieri, Raffaellaen
dc.contributor.authorLucchiari, Claudioen
dc.date.accessioned2017-11-10T14:13:40Z-
dc.date.available2017-11-10T14:13:40Z-
dc.date.issued2017-11-01-
dc.identifier.citationDe Vecchi Galbiati, P., Folgieri, R., Lucchiari, C. (2017) 'Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics'. Journal of pedagogic development 7 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622374-
dc.description.abstractThis paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/404en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectself‐adaptationen
dc.subjectlearning strategyen
dc.subjectself‐esteemen
dc.subjectcognitive scienceen
dc.subjectgamificationen
dc.subjectaugmented didacticsen
dc.subjectX300 Academic studies in Educationen
dc.titleMath empowerment: a multidisciplinary example to engage primary school students in learning mathematicsen
dc.typeArticleen
dc.contributor.departmentUniversità degli Studi di Milanoen
dc.identifier.journalJournal of pedagogic developmenten
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