Fostering process skills with the educational technology software MathemaTIC in elementary schools

in Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Jana (Eds.) et al Proceedings of the 10th ERME TOPIC CONFERENCE (ETC10) on Mathematics Education in the Digital Age (MEDA) (2020, September 17)

This study reports the use of automated tutoring and scaffolding implemented in the module “arithmetic word problem” in the educational technology software MathemaTIC in grade 3 (age 8 to 10). We examined ... [more ▼]

This study reports the use of automated tutoring and scaffolding implemented in the module “arithmetic word problem” in the educational technology software MathemaTIC in grade 3 (age 8 to 10). We examined 246 students with access to MathemaTIC and receiving tutoring and scaffolding through a one-to-one learning setting with this technology. The control group (n=226) had access to the same learning tasks and worked with paper-and-pencil without MathemaTIC but with their teachers. Results showed that the experimental group finished with higher outcome scores than the control group. This paper will outline the study and attempts to explain these results. [less ▲]

Connecting the real world to mathematical models in elementary schools in Luxemburg

in Proceedings of the British Society for Research into Learning Mathematics (2020, July), 40(2), 1-6

In the Luxemburgish national curriculum for elementary schools (MENFP, 2011) experimentations and discoveries of mathematics concepts in courses are strongly recommended. Elementary school teachers should ... [more ▼]

In the Luxemburgish national curriculum for elementary schools (MENFP, 2011) experimentations and discoveries of mathematics concepts in courses are strongly recommended. Elementary school teachers should engage students in active mathematical modelling approaches, where they can develop processes and content skills through discoveries. Moreover, learned skills should be connected to real-world problems and situations to foster a better understanding of students’ living environments. Nevertheless, this teaching culture in mathematics is unusual in elementary schools and teachers tend to teach based on textbooks. Students mostly learn mathematics by imitation and repetition rather than through modelling mathematics with real-world problems and situations. Thus, to develop new methodologies in teaching mathematics and to meet the requirements of the national curriculum, we designed different technology-enhanced teaching and learning methods to engage students in experimental approaches within and outside classrooms. Moreover, we conducted three studies with digital and physical modelling, augmented reality, and a tutoring system in elementary school mathematics courses. Based on our collected data, we identified settings and tasks likely to support active mathematical modelling approaches. [less ▲]

Innovative uses of technologies for STEAM education in elementary schools in Luxemburg

Scientific Conference (2020, June 23)

Fostering process related skills in mathematics though educational technology in elementary schools

Scientific Conference (2020, January 17)

The Teaching in elementary school is mostly based on paper-pencil approaches and does not yet rely primary on educational technologies. But educational technology has found its way into the elementary ... [more ▼]

The Teaching in elementary school is mostly based on paper-pencil approaches and does not yet rely primary on educational technologies. But educational technology has found its way into the elementary schools, this based on various numbers of governmental initiatives launched during the last years in Luxemburg. The aims of these initiatives were to support students in mathematics and foremost render improvements on both skill settings, content and process. However using educational technology in mathematics does not jointly mean teaching and learning process skills. There are many different types of educational technology in mathematics, from tutoring systems to dynamic mathematical software and drill and practice software, only to name those as examples. We want to identify educational technologies and methodologies which are most likely to foster process skills (problem solving, modeling, argumenting, representing and communicating) in mathematics. Therefore we would work on a set of educational technologies offered to the students in elementary school in Luxemburg and evaluate their impacts on the fostering of process skills in mathematics. [less ▲]

L’utilisation de l’environnement numérique MathemaTIC pour développer les compétences dans le domaine de la résolution de problèmes arithmétiques

Scientific Conference (2016, November 21)

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses ... [more ▼]

Dans le cadre du « Digital Lëtzebuerg » et suite à l’appel Horizon 2020 par la commission européenne, le gouvernement du Luxembourg a lancé des initiatives pour l'implémentation du numérique dans ses différents ministères. Dans ce contexte, l’éducation nationale a initié le développement d’un environnement numérique pour l'apprentissage des mathématiques à l’écolefondamentale pour les élèves de cycle 4,Université du c'est-à-dire âgés de 10 à 12 ans. Suite au constat de faibles performances en mathématiques aux épreuves standardisées de début de cycle 3 (élèves de 8 à 10 ans), la question d'élargir l'implémentation de cet environnement numérique à ce cycle s'avère opportune. En effet, les résultats à ces épreuves indiquent que d’une part un quart de ces élèves n’arrive pas à atteindre le niveau socle et que d’autre part les résultats ne se sont que peu améliorés entre 2011 et2013. En d'autres termes, il y aurait donc un quart de la population scolaire de cycle 3 qui n’ aurait pas les compétences nécessaires pour suivre les apprentissages prévues en mathématiques. Les élèves concernés sont majoritairement d'un milieu socio-économique faible et issus de la migration.Ainsi, une étude est envisagée pour voir dans quelle mesure l’usage de l’environnement MathemaTIC favoriserait le développement des compétences en mathématiques, notamment dans le domaine de la résolution de problèmes arithmétiques. Cette étude se réalisera entre 2016 et 2018 avec un échantillon de 20 classes (400 élèves). Les items seront construits en partant des niveaux testés dans les Ep.Stan 3.1 et en se basant sur le plan d’études du cycle 3. Pour ce faire, l'approche adoptée est celle dite " centrée utilisateur ", issue du domaine des Interactions Hommes-Machines (IHM). Les compétences au début et à la fin de l’utilisation-même de l'environnement MathemaTIC par les élèves de cycle 3 seront mesurées par les épreuves standardisées Ep. Stan, sous le couvert du Lucet. [less ▲]

The personalized and multilingual mathematical learning environment MathemaTIC

Scientific Conference (2016, July 29)

The personalized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education ... [more ▼]

The personalized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education, Children and Youth incorporated in the concept Digital Luxembourg of the Luxemburgish government. It is based on the national curriculum, allows different pedagogical objectives (differentiation, individualization, remediation and certification) and offers 4 languages (German, French, Portuguese and English) to the user. The development is done in partnership with the teachers who can follow in real-time the learning progress of their students working in class or autonomously at home. The project is coordinated by the Agency for the Development of Quality in Schools of the Luxemburgish Ministry of National Education, Children and Youth. [less ▲]

MathemaTIC

Scientific Conference (2015, November 25)

The personlized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education ... [more ▼]

The personlized and multilingual mathematical learning environment MathemaTIC is one of the flagship projects of the Digital (4) Education strategy of the Luxemburgish Ministry of National Education, Children and Youth incorporated in the concept Digital Luxembourg of the Luxemburgish government. It is based on the national curriculum, allows different pedagogical objectives (differentiation, individualization, remidiation and certification) and offers 4 languages (German, French, Portuguese and English) to the user. The development is done in partnership with the teachers who can follow in real-time the learning progress of their students working in class or autonomously at home. During the workshop the (unexperienced) participants will - after a brief presentation - explore the environment, discuss the different pedagogical objectives and usage scenarios this tool offers for teaching and learning mathematics. [less ▲]