432SM - TECHNOLOGY IN MATHEMATICS EDUCATION 2022
Section outline
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On Wednesday, 5 April, the lecture will be held at the following times: from 15.00 to 18.00 (4A room - the first hour; 4C room - the second and the third).
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In addition to lecture materials, some links and papers about WeQuests and Gamification have been added. Please look at them.
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Nestola, M. G. C. (2023). Educare alla “matematizzazione e modellizzazione” attraverso l’uso delle rappresentazioni semiotiche nella scuola media. Didattica Della Matematica. Dalla Ricerca Alle Pratiche d’aula, (13), 135 - 156.
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Davis, Laura Louise, "A Quest for Knowledge: Mathematical Webquests for the High School Classroom" (2002). Chancellor’s Honors Program Projects.
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Yan, L. L. L., & Matore, M. E. @ E. M. (2023). Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 12(1), 433–461.
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Bini, G., Bikner-Ahsbahs, A. & Robutti, O. (2023). “How to meme it”: reverse engineering the creative process of mathematical Internet memes. Educ Stud Math 112, 141–174
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Giulia Bini, Ornella Robutti & Angelika Bikner-Ahsbahs (2022) Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes, International Journal of Mathematical Education in Science and Technology, 53:6, 1257-1296
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Bini G. & Montagnani M. (2023), COMPRENDERE, CREARE E UTILIZZARE IN CLASSE I MEME MATEMATICI, Atti del IX Convegno Nazionale di Didattica della Fisica e della Matematica DI.FI.MA. 2019. Torino, 9-10-11 ottobre 2019 - Liceo «M. D’Azeglio», pp- 339- 346
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Winn, W., & Bricken, W. (1992). Designing Virtual Worlds for Use in Mathematics Education: The Example of Experiential Algebra. Educational Technology, 32(12), 12–19.
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J. W. Lai and K. H. Cheong (2022), Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review, IEEE Access, vol. 10, pp. 13693-13703
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Fowler C. (2015), Virtual reality and learning: Where is the pedagogy, Br J Educ Technol, 46, pp. 412-422
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Ahmad, N. & Junaini, S. (2020). Augmented Reality for Learning Mathematics: A Systematic Literature Review. International Journal of Emerging Technologies in Learning (iJET), 15(16), 106-122
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Kaufmann H. & Schmalstieg D. (2003), Mathematics and geometry education with collaborative augmented reality, Computers & Graphics, vol. 27(3), pp 339-345
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M. Takac (2020), Application of Web-based Immersive Virtual Reality in Mathematics Education," 2020 21th International Carpathian Control Conference (ICCC), High Tatras, Slovakia, pp. 1-6,
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QuevedoGutiérrez, E. & ZapateraLlinares, A. (2021). Assessment of Scratch Programming Language as a Didactic Tool to Teach Functions. Educ.Sci., 11, 499
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José Antonio Rodríguez-Martínez, José Antonio González-Calero & José Manuel Sáez-López (2020). Computational thinking and mathematics using Scratch: an experiment with sixth-grade students, Interactive Learning Environments, 28:3, pp 316-327
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Julie M. Amador, & Terence Soule. (2015). Girls Build Excitement for Math from Scratch. Mathematics Teaching in the Middle School, 20(7), 408–415.
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Margaret E. McIntosh (1997) Formative Assessment in Mathematics, The Clearing House, 71(2), pp. 92-96.
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David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41(4), pp. 212-218
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Rittle-Johnson, B., Schneider, M. & Star, J.R. (2015). Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics. Educ Psychol Rev 27, 587–597
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Martínez-Arboleda, A. (2021). Ipsative assessment: measuring personal improvement. In T. Beaven & F. Rosell-Aguilar (Eds), Innovative language pedagogy report (pp. 77-82)
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Brookhart, S. M., & McMillan, J. H. (2020). Classroom assessment and educational measurement (p. 296). Taylor & Francis.
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Hansol Lee, Huy Q. Chung, Yu Zhang, Jamal Abedi & Mark Warschauer (2020) The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review, Applied Measurement in Education, 33(2), pp. 124-140
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Foster, C (2022). Implementing Confidence Assessment in Low-Stakes, Formative Mathematics Assessments. Int J of Sci and Math Educ 20, pp. 1411–1429
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Excel examples File XLSX
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Pfeifer, R., & Bongard, J.C. (2006). How the body shapes the way we think - a new view on intelligence.
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Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
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Gardner, H. (1987). The Theory of Multiple Intelligences. Annals of Dyslexia, 37, 19–35
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Adams N. B. (2004), Digital Intelligence Fostered by Technology, The Journal of Technology Studies, vol. XXX (2), 93-97, https://doi.org/10.21061/jots.v30i2.a.5
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Boaler, J., Chen, L., Williams, C.M., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied and Computational Mathematics, 5, 1-6.
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Zull J. E. (2004), The Art of Changing the Brain, Educational Leadership, Vol. 62(1), 68-72
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Dehaene, S. (2020). How We Learn: The New Science of Education and the Brain. United Kingdom: Penguin Books Limited.
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Marjolein Dobber, Rosanne Zwart, Marijn Tanis, Bert van Oers, Literature review: The role of the teacher in inquiry-based education, Educational Research Review, Volume 22 (2017), pp 194-214,
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Roh, Kyeong Hah, Problem-based learning in mathematics. ERIC Clearinghouse for Science Mathematics and Environmental Education. Technical Report (2003)
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Rezat, S., Fan, L. & Pepin, B. Mathematics textbooks and curriculum resources as instruments for change. ZDM Mathematics Education 53, 1189–1206 (2021)
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Usiskin, Z. Electronic vs. paper textbook presentations of the various aspects of mathematics. ZDM Mathematics Education 50, 849–861 (2018)
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Warren, E., Trigueros, M., Ursini, S. (2016). Research on the Learning and Teaching of Algebra. In: Gutiérrez, Á., Leder, G.C., Boero, P. (eds) The Second Handbook of Research on the Psychology of Mathematics Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-561-6_3
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Sonia Ursini, Il Modello 3UV: uno strumento teorico a disposizione degli insegnanti di matematica, in: QuaderniCIRD, 2 (2011), pp. 59-70.
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Vlassis, J., Demonty, I. The role of algebraic thinking in dealing with negative numbers. ZDM Mathematics Education 54, 1243–1255 (2022). https://doi.org/10.1007/s11858-022-01402-1
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Lisa L. Lamb, Jessica Pierson Bishop, Randolph A. Philipp, Bonnie P. Schappelle, Ian Whitacre, & Mindy Lewis. (2012). Developing Symbol Sense for the Minus Sign. Mathematics Teaching in the Middle School, 18(1), 5–9. https://doi.org/10.5951/mathteacmiddscho.18.1.0005
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Joëlle Vlassis, Making sense of the minus sign or becoming flexible in ‘negativity’, Learning and Instruction, Volume 14, Issue 5, 2004, Pages 469-484, https://doi.org/10.1016/j.learninstruc.2004.06.012.
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G. Navarra (2019), Il progetto ArAl per un approccio relazionale all’insegnamento nell’area aritmetico-algebrica, Didattica della matematica. Dalla ricerca alle pratiche d'aula, v. 5, pp 70-94.
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Siegler, R. S. (2003). Implications of cognitive science research for mathematics education. In Kilpatrick, J., Martin, W. B., & Schifter, D. E. (Eds.), A research companion to principles and standards for school mathematics (pp. 219-233)
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Hilma Halme, Jake McMullen, Cristina E. Nanu, Anna Nyman, Minna M. Hannula-Sormunen, Mathematical skills of 11-year-old children born very preterm and full-term, Journal of Experimental Child Psychology, Volume 219, 105390 (2022) https://doi.org/10.1016/j.jecp.2022.105390.
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Lestari, Nurcholif Diah Sri & Juniati, Dwi & Suwarsono, St. (2019). Integrating mathematical literacy toward mathematics teaching: the pedagogical content knowledge (PCK) of prospective math teacher in designing the learning task. IOP Conference Series: Earth and Environmental Science. 243. 012131. 10.1088/1755-1315/243/1/012131.
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Goos, M., Kaya, S. Understanding and promoting students’ mathematical thinking: a review of research published in ESM. Educ Stud Math 103, 7–25 (2020). https://doi.org/10.1007/s10649-019-09921-7
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Roy D. Pea. Cognitive Technologies for Mathematics Education. A. Schoenfeld. Cognitive science and mathematics education, Hillsdale, NJ: Erlbaum, pp.89-122, (1987).
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Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70
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Tabach, M., Trgalová, J. (2019). The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards. In: Aldon, G., Trgalová, J. (eds) Technology in Mathematics Teaching. Mathematics Education in the Digital Era, vol 13. Springer, Cham.
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Haspekian, M. (2011). The co-construction of a mathematical and a didactical instrument. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.) Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (CERME7) (pp. 2298–2307). Rzeszów: University of Rzeszów.
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Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
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UNESCO. (2011). ICT competency framework for teachers. Paris: United Nations Educational, Scientific and Cultural Organization and Microsoft. Retrieved December 14, 2017
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Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.