Teaching as a decision-making model: strategies in mathematics from a practical requirement
DOI:
https://doi.org/10.23755/rm.v39i0.559Keywords:
Decision-making, inquiry model, social skills, personalized didactic strategy, Analytic Hierarchy ProcessAbstract
The need in the current social context to adopt teaching methods that can stimulate students and lead them towards autonomy, awareness and independence in studying could conflict with the needs of students with specific learning disorders, especially in higher education, where self-learning and self-orientation are required. In this sense, the choice of effective teaching strategies becomes a decision-making problem and must therefore be addressed as such. This article discusses some mathematical models for choosing effective methods in mathematics education for students with specific learning disorders. It moves from the case study of a student with specific reading and writing disorders enrolled in the mathematical analysis course 1 of the degree course in architecture and describes the personalized teaching strategy created for him.
References
Baccaglini-Frank, A. E., Di Martino, P., Natalini, R. and Rosolini, G., (2018). Didattica della matematica. Mondadori Università. A) Ch. 1.1 (pp.1-3). B) Ch. 3.4.2.
Baddeley, A.D. (1986). Working Memory. Oxford University Press. Clarendon Press. p. 46.
Baddeley A.D. and Hitch G. J. L. (1974). Working Memory, in Q. J. Exp. Psychology, vol. 18, n. 4, pp. 302-9, DOI:10.1080/14640746608400047, PMID 5956072.
Baldrighi, A., Pesci, A., and Torresani, M. (2003). Relazioni disciplinari e sociali nell’apprendimento cooperativo. Esperienze didattiche e spunti di riflessione. Atti Matematica e Difficoltà n. 12 “Osservare, valutare, orientare gli alunni in difficoltà”, pp. 170-178.
Bagni, G.T. (1997). Trigonometric functions: learning and didactical contract. In D’Amore, B. & Gagatsis, A. (Eds.), Didactics of Mathematics–Technology in Education (pp. 3-10). Erasmus ICP–96–G–2011/11, Thessaloniki.
Bartilomo, R. and Favilli, F. (2005). Chi ha paura della matematica? Alla ricerca delle origini del problema. Università di Pisa. Corso di Laurea in Matematica.
Baruk, S. (1985), L’âge du capitain, Seuil, Paris.
Biagioli, R. (2003). L’orientamento formativo, Pisa: ETS.
Borasi, R. (1996). Reconceiving mathematics instruction. A focus on errors. Norwood, NJ: Ablex.
Brousseau, G. (1986), Fondaments et méthodes de la didactique des mathématiques. Recherches en didactique des mathématiques, 7, 2, 33-115.
Butterworth, B. (1999). The mathematical brain. London: Macmillan (trad. it. L'intelligenza matematica. Milano: Rizzoli).
Butterworth, B. (2005), The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46, 3–18.
Castelnuovo, E. (1963), Didattica della matematica. Firenze, La Nuova Italia.
Cecchi, F. (2018). Didattica della matematica con studenti che presentano disturbi specifici dell’apprendimento. Università di Bologna, Corso di Studio in Matematica.
Coppola, C. and Di Martino, P. (2018). Il problem solving come strategia per una diversa gestione dell’errore nell’educazione matematica al primo ciclo. Annali online della Didattica e della Formazione Docente, 9(14), 76-90.
D’Amore, B. (2007). La didattica della matematica, oggi. (2007). La matematica e la sua didattica. Atti del I Convegno Nazionale, Giulianova.
D'Amore, B. and Gagatsis, A. (1997). Didactics of mathematics. Technology in education: Erasmus ICP, Thessaloniki.
Delli Rocili, L. and Maturo, A. (2013). Teaching mathematics to children: social aspects, psychological problems and decision making models. Interdisciplinary approaches in social sciences, Editura Universitatii A. I. Cuza, Iasi, Romania.
Di Martino, P. (2017). Problem solving e argomentazione matematica. Didattica della matematica. Dalla ricerca alle pratiche d’aula, 1, 23-37. DOI:
Gardner, H. (2002). Educare al comprendere. Stereotipi infantili e apprendimento scolastico. Feltrinelli, Milano.
Guerrini, V. (2017). La dimensione orientante nell’insegnamento. Una competenza chiave per la scuola del XXI secolo. Formazione e Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 15(2), 165-174.
Knuth, D.E. (1973). The art of computer programming. London: Addison-Wesley
Lanciano, T. (A.A 19-20). Decision making e Processi motivazionali, LM – Psicologia
Maturo, A. and Ventre, A.G.S. (2009a). “An Application of the Analytic Hierarchy Process to Enhancing Consensus in Multiagent Decision Making”, Proceeding of the International Symposium on the Analytic Hierarchy Process for Multicriteria Decision Making, July 29- August 1, 2009, paper 48, 1-12. University of Pittsburg.
Maturo, A. and Ventre, A.G.S. (2009b). “Aggregation and consensus in multiobjective and multi person decision making.” International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems vol.17, no. 4, 491-499.
Maturo, A. and Zappacosta, M. G. (2017). Mathematical models for the comparison of teaching strategies in primary school. Science and Philosophy, 5(2), 25-38.
Pesci, A. (2011). Sollecitare la riflessione metacognitiva in attività di tutoraggio per valorizzare le risorse di tutti gli studenti. Atti del XVII Convegno Nazionale Matematica & Difficoltà, Il senso dell’educazione matematica. Valorizzare valutando. Matematica e Difficoltà, 16, 69-78.
Piochi, B. (2008). I Problemi e l’apprendimento della Matematica. CIDI Brescia, 5 dicembre 2008
Radford, L. (2006, November). Comunicazione, apprendimento e formazione dell’io comunitario. In Proceedings of the 20th National Italian Conference «Incontri con la Matematica» (Bologna, 2006) (pp. 65-72).
Saaty, T.L. (1980). The Analytic Hierarchy Process, New York: McGraw-Hill.
Saaty, T.L., (2008), “Relative Measurement and Its Generalization in Decision Making, Why Pairwise Comparisons are Central in Mathematics for the Measurement of Intangible Factors, The Analytic Hierarchy/Network Process”. Rev. R. Acad. Cien. Ser. A. Mat., Vol. 102 (2), 251–318.
Tall, D. and Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational studies in mathematics, 12(2), 151-169.
Tematico, N. and Pascucci, A. (2014). L’Inquiry Based Science Education IBSE nella formazione docenti e nella pratica didattica. forum.indire.it.
Temple, C. M. (1991). Procedural dyscalculia and number fact dyscalculia: Double dissociation in developmental dyscalculia. Cognitive neuropsychology, 8(2), 155-176.
Ventre, A. (2019). Algebra lineare e algoritmi, Zanichelli, Bologna.
Vinner, S. (2000). Procedures, rituals and man’s search for meaning. Lecture given at ICME, 9.
Zan, R. (2007a). Difficoltà in matematica. Osservare, interpretare, intervenire. Convergenze, Springer Italia.
Zan, R. and Di Martino, P., Io e la matematica: una, cento, mille storie. La didattica della matematica: una scienza per la scuola (2004).
Zan, R. (2012). La dimensione narrativa di un problema: il modello C&D per l'analisi e la (ri)- formulazione del testo. L’insegnamento della matematica e delle scienze integrate, 35(2), 107-126.
Zan, R. (2007b). L’interpretazione dei comportamenti fallimentari. Difficoltà in matematica: Osservare, interpretare, intervenire, 197-225.
Zan, R. (2001). I danni del bravo insegnante. Atti del Convegno Le difficoltà in matematica: da problema di pochi a risorsa per tutti, 135-141, Castel San Pietro Terme, Italia.
Downloads
Published
Issue
Section
License
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is committed to real and immediate open access for academic work. All of the journal articles are free to access immediately from the date of publication. There are no charge for readers to download articles and reviews for their own scholarly use. Benefits of open access for authors, include:
- Free access for all users worldwide
- Increased visibility and readership
- Rapid publication
- No spatial constraints
- Authors can share their research papers on their personal web-pages (i.e. ResearchGate, etc.)
Ratio Mathematica publishes open access articles under the terms of the Creative Commons Attribution (CC BY) License. The Creative Commons Attribution License (CC-BY) allows users to copy, distribute and transmit an article, adapt the article and make commercial use of the article. The CC BY license permits commercial and non-commercial re-use of an open access article, as long as the author is properly attributed. Copyright on any research article published by Ratio Mathematica is retained by the author(s). Authors grant Ratio Mathematica a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use the article freely as long as its original authors, citation details and publisher are identified.
For further information visit: https://creativecommons.org/licenses/by/3.0/. The following logo will appear in any paper that will be published from the volume number 31/2016 onwards.
