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Correlation Among Competences Involved in Digital Problem-Solving Activities with Upper Secondary School Students 1

15th International Conference on Computer Supported Education (CSEDU)

作者： Barana, Alice Fissore, Cecilia Lepre, Anna Marchisio, Marina Univ Turin Dept Mol Biotechnol & Hlth Sci Via Nizza 52 I-10126 Turin Italy

ISBN: (数字)9783031536564

ISBN: (纸本)9783031536557;9783031536564

In today's increasingly interconnected and technology-driven world, developing strong problem-solving and digital competences is the key to preparing students for a world where technology impacts society, work and education, and to achieving personal and professional fulfilment. The main aim of this paper is to investigate the correlation and the development of problem-solving and digital competences of secondary school students solving problems with an advanced computing environment (ACE). During an online training, students solve a contextualized problem every ten days, collaborating asynchronously with other students. Each solution is evaluated using an evaluation rubric based on five indicators: comprehension, identification of a solution strategy, development of the solution process, argumentation, use of an ACE. The research questions are: (RQ1) "How students develop problem-solving and digital competences during the online training?" (RQ2) "How do the development of problem-solving competence (in its four indicators: comprehension, identification of a solution strategy, development of the solution process, argumentation) and the development of digital competence relate to each other during the online training?". To answer the research questions, the solutions of 158 grade 12 students to ten problems were analysed. The research methodology consists of three phases: analysis of two case studies;analysis of all students' grades;analysis of student responses to a final questionnaire. The analyses were carried out considering both the overall evaluations and the evaluations of each indicator. The correlations between the different indicators were also analysed, seeking confirmation of this evolution in the submissions of some exemplary case studies. The results show that solving contextualized problems with the ACE improved students' problem-solving and digital competences. The results also show a strong correlation between identifying a solving strategy and devel

关键词： advanced computing environment Digital competence Mathematics education Problem solving Problem-solving competences

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Teaching Mathematics in Scientific Bachelor Degrees Using a Blended Approach 44

Teaching Mathematics in Scientific Bachelor Degrees Using a ...

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44th Annual IEEE-Computer-Society International Conference on Computers, Software, and Applications (COMPSAC)

作者： Marchisio, Marina Remogna, Sara Roman, Fabio Sacchet, Matteo Univ Turin Dept Mol Biotechnol & Hlth Sci Turin Italy Univ Turin Dept Math Turin Italy

ISBN: (数字)9781728173030

ISBN: (纸本)9781728173030

Mathematics plays a pivotal role in most scientific disciplines, being them meant both inside and outside academic contexts, with applications in a large part of the jobs nowadays, and also in several situations of everyday life. If on one hand this is well recognized, as an expression like the queen of the sciences show, on the other hand it is usually not among the students' preferred subjects, both from the liking and the interest points of view. Furthermore, it is still partly believed that Mathematics cannot be properly learnt by everyone, since it is perceived that, for really mastering it, a specific personal attitude is necessary. Considering all this, we designed a course in which the approach is considerably devoted to applications, being it directed at students of a scientific bachelor program not mainly focused on Mathematics, and problem solving, that is the contextualiz anon of problems in real life situations. For this purpose, we made use of technologies such as a Learning Management System integrated with an advanced computing environment and an Automated Assessment System. It has been observed that the students, which are taking a program in Biotechnology, gained curiosity and interest in the subject, thus allowing in turn a better proficiency. Since interaction between learners is promoted, the students are made active users of the contents, and their learning paths can be adapted according to the personal needs. They have been able to improve also the self-consciousness of their skills. This has been an important achievement especially for (but not limiting to) their future as scientists, considering the role transversal skills play in science, such as teamwork or flexibility. Finally, the students were specifically able to recognize how the problem solving approach will help them in both university and job careers, and how the use of the software has been helpful too.

关键词： advanced computing environment automated assessment system blended learning contextualized problems learning management system problem solving teaching Mathematics virtual learning environment

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Adaptive teaching supported by ICTs to reduce the school failure in the Project "Scuola dei Compiti" 41

Adaptive teaching supported by ICTs to reduce the school fai...

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41st IEEE Annual Computer Software and Applications Conference (COMPSAC)

作者： Barana, Alice Fioravera, Michele Marchisio, Marina Rabellino, Sergio Univ Turin Turin Italy

ISBN: (纸本)9781538603673

Adaptive teaching consists in a teaching style aimed at overcoming inner differences among learners by providing them tailored ways to achieve outcomes according to their learning style, culture and needs. ICTs play an important role in supporting teachers with the adoption of adaptive strategies. Adaptive teaching acquires relevance in contexts of scholastic remediation and in reducing failures. The paper presents and discusses how adaptive teaching is used within "Scuola dei Compiti", a project proposed by the City of Turin (Italy) in collaboration with the University and the Polytechnic of Turin, aimed at reducing the drop-out rate and at enhancing scholastic success. University students help groups of 5-6 students aged 13-15 with their difficulties in the main subjects (Mathematics, Italian Language, Foreign Languages). Part of the Mathematics courses adopt a set of innovative computer based methodologies developed by the Department of Mathematics of the University of Turin, including a virtual learning environment integrated with an advanced computing environment, an automatic assessment system and a web-conference tool, which support adaptive teaching. The project has involved over 7500 students in the last 5 years;the results achieved, discussed in the paper, show the effectiveness of these methodologies with respect to traditional teaching methods.

关键词： adaptive teaching advanced computing environment Mathematics education reducing school failure virtual learning environment

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Ten Good Reasons to Adopt an Automated Formative Assessment Model for Learning and Teaching Mathematics and Scientific Disciplines

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Procedia - Social and Behavioral Sciences 2016年 228卷 608-613页

作者： Alice Barana Marina Marchisio Department of Mathematics University of Turin Via Carlo Alberto 10 10123 Torino Italy

This paper will analyze an educational model for automated formative assessment developed at the Department of Mathematics of University of Turin for learning and teaching Mathematics and scientific disciplines. The model is provided through an automated grading system which, empowered by the engine of an advanced computing environment, allows the creation of algorithmic variables and open mathematical answers, recognized in all their equivalent forms. The adoption of automated formative assessment brings many advantages to learning. Easily available assignments, immediate feedback, adaptivity, the chance of learning from mistakes turn assessment into a fundamental enhancement in education; the intrinsic “rigidity” of technology can also have positive results on students’ path to knowledge. Automated assessment brings innovation into teaching: time saved in grading can be used to improve materials and activities, teachers easily get information about students’ learning, they need to change their approach and to attend trainings; sharing and collaboration among teachers are facilitated. Results obtained by the application of automated formative assessment in several class experiences are discussed and data about emerged satisfaction and criticisms are shown.

关键词： advanced computing environment automated formative assessment e-assessment e-learning mathematics virtual learning environment

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Automated Assessment in Mathematics 39

Automated Assessment in Mathematics

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39th IEEE Annual International Computer Software and Applications Conference Workshops (COMPSAC)

作者： Barana, Alice Marchisio, Marina Rabellino, Sergio Univ Torino Dipartimento Matemat Turin Italy Univ Torino Dipartimento Informat Turin Italy

ISBN: (纸本)9781467365635

Assessment of learning and assessment for learning are at the core of the research on new teaching strategies involving the use of new technologies recently performed by University of Turin. The practice of automated assessment in Mathematics using the grading system Maple T.A. has been introduced in many undergraduate scientific courses and, after the initial success, it has been diffused in high-schools through several projects aimed to improve Maths teaching and learning. The following paper is intended to describe the effectiveness of automated assessment as a learning tool, the strength of Maple T.A. for grading Mathematics and its integration in a learning content management system, and the results obtained at University and in high-schools.

关键词： advanced computing environment automated assessment e-learning learning content management system component Mathematics

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