Promoting a meaningful learning of double integrals through routes of digital tasks

A tétel rövid nézete
dc.contributor.authorAlessio, Francesca
dc.contributor.authorDemeio, Lucio
dc.contributor.authorTelloni, Agnese Ilaria
dc.date.accessioned2024-07-30T13:18:23Z
dc.date.available2024-07-30T13:18:23Z
dc.date.issued2022-09-13
dc.description.abstractWithin a wider project aimed at innovating the teaching of mathematics for freshmen, in this study we describe the design and the implementation of two routes of digital tasks aimed at fostering students' approach to double integrals. The tasks are built on a formative assessment frame and classical works on problem solving. They provide facilitative and response-specific feedback and the possibility to request different hints. In this way, students may be guided to the development of well-connected knowledge, operative and decision-making skills. We investigated the effects of the interaction with the digital tasks on the learning of engineering freshmen, by comparing the behaviours of students who worked with the digital tasks (experimental group, N=19) and students who did not (control group, N=19). We detected that students in the experimental group showed more exibility of thinking and obtained better results in the final exam than students in the control group. The results confirmed the effectiveness of the experimental educational path and offered us interesting indications for further studies. Subject Classification: 97D40, 97U70, 44A45en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 20 No. 1 (2022) , 107-134
dc.identifier.doihttps://doi.org/10.5485/TMCS.2022.0539
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue1
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/378557
dc.identifier.volume20
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/11433
dc.rights.accessOpen Access
dc.rights.ownerFrancesca Alessio, Lucio Demeio, Agnese Ilaria Telloni
dc.subjectdesign of digital tasksen
dc.subjectfeedbacken
dc.subjectformative assessmenten
dc.subjectintegration of multivariable functionsen
dc.subjecttertiary educationen
dc.titlePromoting a meaningful learning of double integrals through routes of digital tasksen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)