The potenzial of e-learning in mathematics education and the role of research
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Published
Dec 31, 2011
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Abstract
The goal of this paper is to highlight the potential of e-learning for mathematics teaching by combining the results of research in mathematics education with those regarding the educational use of online platforms. Within this framework, a description is given of the opportunities that the Moodle platform provides for developing flexible learning paths which are both personalised and suitable for the specific needs of mathematics education.
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Articles - Special Issue
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Albano G, Ferrari P.L. (2008). Integrating technology and research in mathematics education: the case of e-learning. In F.J. García Peñalvo (ed.). Advances in E-Learning: Experiences and Methodologies. Hershey, PA, USA:Information Science Reference (IGI Global), pp. 132-148.
Di Martino P., Fiorentino G., Zan R. (2011). Il Progetto ELTP: dai test a sceltamultipla ai percorsi individualizzati. TD Tecnologie Didattiche, 19 (3), questo numero.
Dubinsky E. (1991). Reflective abstraction in advanced mathematical thinking. In Tall, D. (ed.). Advanced Mathemathical Thinking. Dordrecht: Kluwer, pp. 95-123.
Dubinsky E. (2000). Meaning and Formalism in Mathematics. In International Journal of Computers for Mathematical Learning, 5 (3), pp. 211-240.
Duval R. (1995). Sémiosis et pensée humaine. Berna, CH: Peter Lang.
Duval R. (2000). Ecriture, raisonnement et découverte de la démonstration en mathématiques. Recherches en didactique des mathématiques, 20 (2), pp. 135-169.
Ferrari P.L. (2004). Matematica e linguaggio. Quadro teorico e idee per la didattica. Bologna: Pitagora.
Gray E., Tall D. (1994). Duality, ambiguity and flexibility: a proceptual view of simple arithmetic. The Journal for Research in Mathematics Education, 26 (2), pp. 115-141.
Haeck W., Yeld N., Conradie J., Robertson N., Shall A. (1997). A developmental approach to mathematics testing for university admissions and course placement. Educational Studies in Mathematics, 33, pp. 71-91, URL: http://www.springerlink.com/content/r765814241748r75/fulltext.pdf (ultima consultazione settembre 2011).
Reggiani M. (2011). Collaborare online nella scuola superiore: compiti, ruoli, motivazioni. TD Tecnologie Didattiche, 19 (3), questo numero.
Sfard A. (1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, pp. 1-36