Formazione & insegnamento
ISSN: 2279-7505 | Published: 2018-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/2741
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2741/2416
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2741/2416
Alternate URL (this mirror): https://formazione-insegnamento.eu/2018-16/1/2741-effectiveness-of-an-innovative-teaching-action-to-foste
Title: Effectiveness of an innovative teaching action to foster problem solving of foreign students
Abstract: The aim of this research is to evaluate the effectiveness of an innovativeteaching action based on evidence and on improving the problem solvingskills of students in last two years of primary school with particular referenceto the type of origin country.The methodological approach of the action and the results will be discussedfollowing to a brief overview of the theoretical framework and theadopted learning model. Regardless of the type of origin, the analysis of theresults showed significant differences in the outcomes of the students involvedin the research. Therefore, it contributes to define the teaching actionas particularly effective and inclusive.
Keywords:
Title: Efficacia di un intervento didattico innovativo per il potenziamento del problem solving sugli studenti di origine straniera
Abstract: Obiettivo del presente contributo è valutare l'efficacia di un intervento didatticoinnovativo, basato su evidenze di ricerca, nel migliorare le competenzedi problem solving degli studenti degli ultimi due anni di scuola primaria,con particolare riferimento alla tipologia di origine degli stessi.Dopo una breve panoramica sul quadro teorico e sul modello di apprendimentoadottato, verrà esplicitata l'impostazione metodologica alla base dell'interventoe saranno descritti i risultati. L'analisi di quest'ultimi ha evidenziatodifferenze significative negli esiti degli studenti che hanno partecipatoalla ricerca, indipendentemente dalla tipologia di origine, e pertantocontribuisce a denotare l'intervento didattico come particolarmente efficaceed inclusivo.
Keywords:
Title: Efficacité d'une intervention didactique innovante pour le renforcement de la résolution de problèmes sur les étudiants d'origine étrangère
Abstract: L'objectif de cette contribution est d'évaluer l'efficacité d'une intervention éducative, basée sur des preuves de recherche, pour améliorer la résolution de problèmes de compétences des élèves des deux dernières années de l'école primaire, avec une référence particulière au type d'origine de la même chose. Après un bref aperçu du cadre théorique et du modèle d'apprentissage adopté, le cadre méthodologique sera explicite à la base de l'intervention et les résultats seront décrits.L'analyse de ce dernier a mis en évidence un sens dans les résultats des étudiants qui ont participé à la recherche, quel que soit le type d'origine, et se rapporte à l'intervention didactique comme particulièrement efficace inclusive. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Efectividad de una intervención didáctica innovadora para el fortalecimiento de la resolución de problemas en los estudiantes de origen extranjero
Abstract: El objetivo de esta contribución es evaluar la efectividad de una intervención educativa, basada en evidencia de investigación, en mejorar la resolución de problemas de habilidades de los estudiantes de los últimos dos años de la escuela primaria, con una referencia particular al tipo de origen de la misma. Después de una breve descripción general del marco teórico y del modelo de aprendizaje adoptado, el entorno metodológico será explícito sobre la base de la intervención y se describirán los resultados.El análisis de este último destacó significativo en los resultados de los estudiantes que participaron en la investigación, independientemente del tipo de origen, y se refiere a denotar la intervención didáctica como particularmente efectiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Eficácia de uma intervenção didática inovadora para o fortalecimento da solução de problemas em estudantes de origem estrangeira
Abstract: O objetivo dessa contribuição é avaliar a eficácia de uma intervenção educacional, com base em evidências de pesquisa, para melhorar a solução de problemas de habilidades dos alunos dos últimos dois anos da escola primária, com referência particular ao tipo de origem do mesmo. Após uma breve visão geral do quadro teórico e do modelo de aprendizado adotado, o cenário metodológico será explícito na base da intervenção e os resultados serão descritos.A análise deste último destacou significativa nos resultados dos alunos que participaram da pesquisa, independentemente do tipo de origem, e pertencem a denotar a intervenção didática como inclusiva particularmente eficaz. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Boero, P. (1986). Sul problema dei problemi nella scuola elementare. L’insegnamento della Matematica e delle Scienze integrate, 9(9), 48-93
Calvani, A. (2012). Per un’istruzione evidence based. Analisi teorico-metodologica internazionale sulle didattiche efficaci e inclusive. Trento: Erickson.
Coggi, C. (cur.). (2015). Favorire il successo scolastico a scuola. Il Programma Fenix dall’infanzia alla secondaria, Lecce:
Cummins, D.D. (1991). Children’s interpretations of arithmetic word problem. Cognition and Instruction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aleria Di Martino 224
De Corte E., Verschaffel, L., De Win, L. (1985). Influence of rewording verbal problems on children’s problem representations and solutions. Journal of Educational Psychology, 77, 460-470
Di Martino, V. (2015). Favorire la riuscita a scuola degli alunni stranieri: potenziare il problem solving in matematica. In C. Coggi (cur.). Favorire il successo a scuola: il programma Fenix dall’infanzia alla secondaria (pp. 301-340), Lecce:
Ginsburg-Block, M., Fantuzzo, J.W. (1998). An evaluation of the relative effectiveness of NCTM standards-based interventions for low-achieving urban elementary students. Journal of Educational Psychology, 90(3), 560–569
Goldin, G.A, Caldwell, J. (1984). Syntax, Content and Context Variables Examined in a Research Study. In G.A. Goldin & C.E. Mc Clintock (cur.), Task Variables in Mathematical Problem solving (pp. 235-276), Columbus.
Hegarty, M., Kozhevnikov, M. (1999). Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology, 91, 684–689
Hegarty, M., Mayer, R.E., Monk, C.A. (1995). Comprehension of arithmetic word problems: a comparison of successful and problem solvers. Journal of Educational Psychology, 87(1), 18-32
Hohn, R.L., Frey, B. (2002). Heuristic training and performance in elementary mathematical problem solving. Journal of Educational Research, 95(6), 374–380
Jitendra, A.K., Griffin, C.C., McGoey, K., Gardill, M.C., Bhat, P., Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91(6), 345–355
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83(3), 307–317
Koedinger K.R., Nathan M.J. (2004). The real story behind story problems: Effects of rapresentations on quantitative reasoning. Journal of the Learning Sciences, 13, 129–164
Kramarski B., Mevarech, Z.R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281–310
Ku, H., Harter, C.A., Liu, P., Thompson, L., Cheng, Y. (2007). The effects of individually personalized computer-based instructional program on solving mathematics problems. Computers in Human Behavior, 23(3), 1195–1210
Light, P. (1991). Peers, problem solving and computers. Golem, 3(1), 2-6
Loftus, E.F., Suppes, P. (1972). Structural variables that determine problem-solving difficulty in computer-assisted instruction. Journal of Educational Psychology, 63(6), 531-542
Mayer, R.E., Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & R. Ben-Zev (cur.), The nature of mathematical thinking (pp. 29-53), Mahwah: Erlbaum.
Ng, S.F., Lee, K. (2009). The model method: Singapore children’s tool for representing and solving algebraic word problems. Journal for Research in Mathematics Education, 40, 282–313
Noddings, N. (1983). Small groups as a setting for research on mathematical problem solving. In E. A. Silver (cur.), Teaching and learning mathematical problem solving (pp. 345359), Hillsdale: Erlbaum.
Resnick, L.B., Ford, W.W. (1991). Psicologia della matematica e apprendimento scolastico. Torino: SEI.
Rittle-Johnson, B., Star, J.R. (2009). Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Journal of Educational Psychology, 101(3), 529–544
Schleppegrell, M.J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading and Writing Quarterly, 23, 139–159. Selke, D.H., Behr, M.J., Voelker, A.M., Using data tables to represent and solve multiplicative story problems. Journal for Research in Mathematics Education, 22(1), 30–38
Terwel, J., Van Oers, B., Van Dijk, I.M.A.W., Van den Eeden, P. (2009). Are representations to be provided or generated in primary mathematics education? Effects on transfer. Educational Research and Evaluation, 15(1), 25–44. Efficacia di un intervento didattico innovativo per il potenziamento del problem solving 225 van Boxtel C., van der Linden J., Kanselaar G, (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 311–330. Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195-229
Webb N. (1979). Content and Context Variables in Problem Tasks. In G.A. Goldin & C.E. Mc Clintock (cur.), Task Variables in Mathematical Problem solving (pp. 69-102), Columbus. Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger,.
K.R., Ogbuehi, P. (2012). Improving Mathematical Problem solving in Grades 4 through 8, Washington: National Center for Education Evaluation and Regional Assistance, Institute of Education Science (IES) What Work Clearinghouse, U. S. Departement of Education.
Zan, R. (1998). Problemi e convinzioni. Bologna: Pitagora Editrice.
Zan, R. (2016). I problemi della matematica. Difficoltà di comprensione e formulazione del testo. Roma: Carocci. Valeria Di Martino 226