In this study we present the re-design of a digital task for university students attending to a probability course. The re-design, directed toward the overcoming of specific critical issues highlighted in previous studies, is mainly aimed at providing students (in particular low achievers) with hints and feedback as tools of scaffolding and meta- scaffolding. Thanks to the analysis of a low achiever’s interaction with the re-designed task, we investigated the limits of the automatic scaffolding and the key- role of expert’s interventions in fostering students’ overcoming of possible impasses.
Re-design of digital tasks: the role of automatic and expert scaffolding at university level / Cusi, Annalisa; Telloni, Agnese Ilaria. - (2020), pp. 159-166. (Intervento presentato al convegno 10th ERME Topic Conference "Mathematics Education in the Digital Age" (MEDA) tenutosi a The conference was held online).
Re-design of digital tasks: the role of automatic and expert scaffolding at university level
Cusi, Annalisa
;
2020
Abstract
In this study we present the re-design of a digital task for university students attending to a probability course. The re-design, directed toward the overcoming of specific critical issues highlighted in previous studies, is mainly aimed at providing students (in particular low achievers) with hints and feedback as tools of scaffolding and meta- scaffolding. Thanks to the analysis of a low achiever’s interaction with the re-designed task, we investigated the limits of the automatic scaffolding and the key- role of expert’s interventions in fostering students’ overcoming of possible impasses.File | Dimensione | Formato | |
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