Presentation on theme: "Moodle & algebraic communication"— Presentation transcript:
1 Moodle & algebraic communication Pili RoyoDIPEIES MontiliviGirona- 2006PDTR(PR)
2 Moodle & algebraic communication ALGEBRAIC CO-CONSTUCTION THROUGH CONVERSATION IN VIRTUAL ENVIRONMENTS(STUDENTS YEARS OLD)
3 ABSTRACT The aims of the study are: Analyzing the hypothetical trajectories observed in conversation forums on the virtual environment Moodle.And to find the characteristics of forum as learning mediator of algebra.
4 TASKSAnalysis of the effective interactions in the co-construction of knowledge through the forums .Analysis of individual process
11 THE PROBLEMS of the forums A PING-PONG MATCHIf in a ping-pong championship n players play, which is the total number of parties that will gamble?HENS AND PIGSIn a farm there are 18 animals, hens and pigs all together. The number of legs is 50. How many hens and how many pigs are they?DIVISIONSWhich is the smaller number of three numbers that when dividing it successively by 4 by 5 and 6, always obtains 3 of remainder?
12 DISCUSSION FROM THE FORUMS FROM THE WRITTEN INDIVIDUAL TEST FROM THE SURVEYTHE ROLE OF THE TEACHER
13 DISCUSSION FROM THE FORUMS Children read the interventions of their partners much more times than they write in the forum. This can be associated at more reflexive interventions when they do.The coexistence of both types, actual and online interventions, must be taken into account as a better way than only one of them.Interactions between students of similar and different cognitive levels take place.In the design of these forums, the teacher has to consider the difficulty of some mathematical expressions.Significant learning is produced. It is possible to see it through the evolution on the interventions and through the results on the written individual test.
31 DISCUSSION C. FROM THE SURVEY Children didn’t percieve 7 weeks (once a week) as a long time doing the task. As they say, it allows you “to take your time”.Children think this way is better than others because they have access to more “opinions”.
32 D. THE ROLE OF THE TEACHER DISCUSSIOND. THE ROLE OF THE TEACHERDesign and organization of the learning experience.Selection of representative algebraic problems to encourage discourse.Guide and scaffolding when necessary.Promoting the participation of all the studentsPromoting on a progressive way the abstraction and the generalization.Promoting the reflection, the conjecture and the experimentation.Assessment and evaluation of the activity.