To study a way to educate in mathematics in a new way in an Architecture career, a study was carried out, through a survey, access tests, and problem solving. The study was focused on the way the students, that attended the course of Fundamental of Mathematics, were facing submitted problems. They were selected and aggregated in classes, based on the tests and the way they tried to solve the given problems. Then lectures have been created on some mathematical matters, differently organized according to the students' attitudes observed in each class. All students have been submitted to all lectures and they have been asked to evaluate them. It resulted that the lectures specifically oriented for a class were appreciated most from the addressees than from the others.
Per studiare un modo di far didattica di matematica innovativa in una facoltà d'Architettura, si è studiata, attraverso questionari, test d'accesso e problem solving, la maniera d'affrontare i problemi degli studenti che seguono il corso d'Istituzioni di Matematica, selezionati ed aggregati in classi, secondo il comportamento mostrato durante la risoluzione di alcuni problemi. Si son quindi redatte lezioni su alcuni argomenti, modulate in base alle attitudini degli studenti d'ogni classe, e si son sono somministrate a tutti gli studenti selezionati, chiedendo loro di valutarle. Ne è risultato che le lezioni preparate specificamente per una classe sono state apprezzate, dagli studenti destinatari, in modo quasi sempre superiore, rispetto all'insieme delle altre risposte.
Quale matematica per quale architettura? / Camiz, Sergio; con Sara, Bartoccini; Jenny, Martino; Carmen, Ometto; Samantha, Pippa. - ELETTRONICO. - (2014), pp. 33-54.
Quale matematica per quale architettura?
CAMIZ, Sergio;
2014
Abstract
To study a way to educate in mathematics in a new way in an Architecture career, a study was carried out, through a survey, access tests, and problem solving. The study was focused on the way the students, that attended the course of Fundamental of Mathematics, were facing submitted problems. They were selected and aggregated in classes, based on the tests and the way they tried to solve the given problems. Then lectures have been created on some mathematical matters, differently organized according to the students' attitudes observed in each class. All students have been submitted to all lectures and they have been asked to evaluate them. It resulted that the lectures specifically oriented for a class were appreciated most from the addressees than from the others.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.