The ELTP project: from multiple choice test to individualized learning paths
Article Sidebar
Published
Dec 31, 2011
Main Article Content
Abstract
In previous studies we highlighted the role that metacognitive deficiencies and negative attitudes play in students’ difficulties in mathematics during the transition from secondary to tertiary level. This work served as a theoretical basis for an elearning project - ELTP (E-Learning Transition Project) - aimed at assisting students to self-assess and consolidate their mathematic knowledge as they face tertiary transition. In this paper we describe the goals and choices underlying this learning path, which also addressed metacognitive deficiencies and negative attitudes towards mathematics and its study. The aim is to help university students approach mathematics in a more productive way so that they can become autonomous learners.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Accascina G., Berneschi P., Bornoroni S., De Vita M., Della Rocca G., Olivieri G., Parodi G.P., Rohr F. (1998). La strage degli innocenti. Problemi di raccordo in matematica tra scuola e università. Paderno del Grappa, Treviso: Centro di Ricerche Didattiche “Ugo Morin”, Giovanni Battagin Editore.
Anzellotti G. (2002). La transizione dalla Scuola all’Università. Strumenti e modalità per l’autovalutazione e la verifica delle conoscenze matematiche. Nuova Secondaria, 2002 (maggio).
De Guzmán M., Hodgson B., Robert A., Villani V. (1998). Difficulties in the passage from secondary to tertiary education. In G. Fischer, U. Rehmann (eds.). Proceedings of the ICM International Congress of Mathematicians (Berlino, 18-27 agosto 1998) Documenta Mathematica, extra volume ICM 98, III, pp.747-762.
Di Martino P., Maracci P. (2007). Il problema del raccordo Scuola Superiore – Università. L’insegnamento della matematica e delle scienze integrate, 30B (5), pp.521-554.
Di Martino P., Maracci P. (2009): The secondary-tertiary transition: beyond the purely cognitive. In M. Tzezaki, M. Kaldrimidou, H. Sakonidis (eds.). Proceedings of the XXXIII Conference of the International Group for the Psychology of Mathematics Education (Salonicco, Grecia, 19-24 luglio 2009), II, pp. 401-408.
Di Martino P., Zan R. (2010). Me and maths: towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13 (1), pp. 27-48.
Ferrari P.L. (2005) Matematica e linguaggio. Quadro teorico e idee per la didattica. Bologna: Pitagora Editrice.
Garofalo J., Kroll D., Lester F.K. (1987). Metacognition and mathematical problem solving: preliminary research findings. In J.C. Bergeron, N. Herscovics, C. Kieran (eds.). Proceedings of the XI Conference of the International Group for the Psychology of Mathematics Education (Montreal, Canada, 19-25 luglio 1987), II, pp. 222-228.
Gueudet G. (2008). Investigating the secondary-tertiary transition. Educational Studies in Mathematics, 67, pp. 237-254.
Schoenfeld A.H. (1987). What’s all the fuss about metacognition? In A.H. Schoenfeld (ed.). Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 189-215.
Tall D. (ed.) (1991). Advanced mathematical thinking. Dordrecht: Kluwer.
Zan R. (1996). Un intervento metacognitivo di recupero a livello universitario. La matematica e la sua didattica, 1, pp. 65-89.
Zan R. (1997). Mortalità universitaria, mortalità matematica. Tracciati, 2, http://www.graffinrete.it/tracciati/storico/tracciati2/mort.htm (ultima consultazione agosto 2011).
Anzellotti G. (2002). La transizione dalla Scuola all’Università. Strumenti e modalità per l’autovalutazione e la verifica delle conoscenze matematiche. Nuova Secondaria, 2002 (maggio).
De Guzmán M., Hodgson B., Robert A., Villani V. (1998). Difficulties in the passage from secondary to tertiary education. In G. Fischer, U. Rehmann (eds.). Proceedings of the ICM International Congress of Mathematicians (Berlino, 18-27 agosto 1998) Documenta Mathematica, extra volume ICM 98, III, pp.747-762.
Di Martino P., Maracci P. (2007). Il problema del raccordo Scuola Superiore – Università. L’insegnamento della matematica e delle scienze integrate, 30B (5), pp.521-554.
Di Martino P., Maracci P. (2009): The secondary-tertiary transition: beyond the purely cognitive. In M. Tzezaki, M. Kaldrimidou, H. Sakonidis (eds.). Proceedings of the XXXIII Conference of the International Group for the Psychology of Mathematics Education (Salonicco, Grecia, 19-24 luglio 2009), II, pp. 401-408.
Di Martino P., Zan R. (2010). Me and maths: towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13 (1), pp. 27-48.
Ferrari P.L. (2005) Matematica e linguaggio. Quadro teorico e idee per la didattica. Bologna: Pitagora Editrice.
Garofalo J., Kroll D., Lester F.K. (1987). Metacognition and mathematical problem solving: preliminary research findings. In J.C. Bergeron, N. Herscovics, C. Kieran (eds.). Proceedings of the XI Conference of the International Group for the Psychology of Mathematics Education (Montreal, Canada, 19-25 luglio 1987), II, pp. 222-228.
Gueudet G. (2008). Investigating the secondary-tertiary transition. Educational Studies in Mathematics, 67, pp. 237-254.
Schoenfeld A.H. (1987). What’s all the fuss about metacognition? In A.H. Schoenfeld (ed.). Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 189-215.
Tall D. (ed.) (1991). Advanced mathematical thinking. Dordrecht: Kluwer.
Zan R. (1996). Un intervento metacognitivo di recupero a livello universitario. La matematica e la sua didattica, 1, pp. 65-89.
Zan R. (1997). Mortalità universitaria, mortalità matematica. Tracciati, 2, http://www.graffinrete.it/tracciati/storico/tracciati2/mort.htm (ultima consultazione agosto 2011).