The Moodle platform in atypical mathematics university courses

Article Sidebar

Cover illustration by Teresa Lucini
PDF (Italian)
Published: Dec 31, 2011
DOI: https://doi.org/10.17471/2499-4324/220
Keywords:
moodle, university course, Educational Technology, Technology Enhanced Learning (TEL), E-learning & Mathematics, Field experience column

Main Article Content

Luciana Zuccheri
Dipartimento di Matematica e Informatica, Università degli Studi di Trieste, Trieste

Abstract

Report on experiences using the Moodle e-learning platform for university courses in mathematics history, mathematics education and teacher education. The objective was to stimulate students’ interest, develop their capacity to analyse topics in-depth, and foster their cooperation.

Article Details

Issue
Vol. 19 No. 3 (2011): TD54 - E-learning & Mathematics
Section
Column "Field experiences"

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
  2. 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.
  3. 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

Bonotto C., Zuccheri L. (2003). Sulla formazione matematica degli insegnanti; esperienze delle sedi di Padova e Trieste. In F. Favilli (ed.). La formazione iniziale degli insegnanti di matematica in Italia. La Matematica e la sua Didattica, 4 (numero speciale), pp. 485-510.

Cigognini M.E. (2009). Mondi digitali, popolazione digitale e prospettive teoriche. In A. Fini, M.E. Cigognini (eds.). Web 2.0 e social networking. Nuovi paradigmi per la formazione. Trento: Erickson, pp. 17-46.

Paoletti G. (2007). Studiare dal web: vecchi e nuovi quesiti. FORM@RE, 51, URL: http://formare.erickson.it/wordpress/it/2007/editoriale-49/ (ultima consultazione agosto 2011).

Zuccheri L. (2003a). Problems arising in teachers’ education in the use of didactical tools. In M.A. Mariotti (ed.). Proceedings of the Third Conference of the European Society for Research in Mathematics Education, CERME3 (Bellaria, 28 febbraio - 3 marzo 2003). Pisa: Edizioni Plus, pp. 1-10, URL: http://www.dm.unipi.it/~didattica/CERME3/proceedings/Groups/TG9/TG9 _Zuccheri_cerme3.pdf (ultima consultazione agosto 2011).

Zuccheri L. (2003b). Esperienze di insegnamento dell’uso didattico di software di geometria dinamica a futuri insegnanti: problemi e prospettive. In: O. Robutti, M. Mosca (eds.). La formazione degli insegnanti: approccio didattico con le nuove tecnologie. I Convegno Nazionale delle Scuole di Specializzazione Indirizzo fisico-matematico-informatico (Torino, 8 maggio 2003). Milano: Ghisetti & Corvi, pp.88-92.