Axial Symmetry in Primary School Through a Milieu Based on Visual Programming
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| Pubblicato in: | Digital Experiences in Mathematics Education vol. 10, no. 3 (Dec 2024), p. 352 |
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Springer Nature B.V.
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| Accesso online: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1007/s40751-024-00146-9 |2 doi | |
| 035 | |a 3255524445 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 100 | 1 | |a Crisci, Rosamaria |u University of Campania “L. Vanvitelli”, Department of Mathematics and Physics, Caserta, Italy (GRID:grid.9841.4) (ISNI:0000 0001 2200 8888) | |
| 245 | 1 | |a Axial Symmetry in Primary School Through a <i>Milieu</i> Based on Visual Programming | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This paper outlines the design and application of a didactic sequence aimed at facilitating primary students’ understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students’ programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students. | |
| 653 | |a Artifacts | ||
| 653 | |a Curricula | ||
| 653 | |a Symmetry | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Students | ||
| 653 | |a Data analysis | ||
| 653 | |a Programming languages | ||
| 653 | |a Computer programming | ||
| 653 | |a Knowledge | ||
| 653 | |a Programming | ||
| 653 | |a Design | ||
| 653 | |a Didacticism | ||
| 653 | |a Algorithms | ||
| 653 | |a Elementary school students | ||
| 653 | |a Geometry | ||
| 653 | |a Learning | ||
| 653 | |a Digital technology | ||
| 653 | |a Mathematics Skills | ||
| 653 | |a Basic Skills | ||
| 653 | |a Student Characteristics | ||
| 653 | |a Environment | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Geometric Concepts | ||
| 653 | |a Reflection | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Educational Technology | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Program Implementation | ||
| 653 | |a Student Participation | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Problem Solving | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Computer Use | ||
| 653 | |a Elementary School Curriculum | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Grade 4 | ||
| 700 | 1 | |a Dello Iacono, Umberto |u University of Campania “L. Vanvitelli”, Department of Mathematics and Physics, Caserta, Italy (GRID:grid.9841.4) (ISNI:0000 0001 2200 8888) | |
| 700 | 1 | |a Ferrara Dentice, Eva |u University of Campania “L. Vanvitelli”, Department of Mathematics and Physics, Caserta, Italy (GRID:grid.9841.4) (ISNI:0000 0001 2200 8888) | |
| 773 | 0 | |t Digital Experiences in Mathematics Education |g vol. 10, no. 3 (Dec 2024), p. 352 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3255524445/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3255524445/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3255524445/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |