Personalised teaching and support

Scientific Committee: Daniela Lucangeli
Periodicity: october, february

Vol. 15, n. 2, 2019

Table of Contents

Ricerca internazionale

Gamal Cerda, Carlos Pérez, José I. Navarro, Manuel Aguilar, José A. Casas, Estíbaliz Aragón

Explanatory model of emotional-cognitive variables in school mathematics performance: A longitudinal study in primary school

DOI: 10.14605/DIM1521901

This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT, Van Luit et al., 1998) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students’ performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

Esperienze di ricerca in ambito educativo

Lisa Baratella

«I reflect therefore I resolve». A didactic project on problem solving for nursery school children

DOI: 10.14605/DIM1521902

During the 2013/2014 school year the Centro Infanzia «G. Sichirollo» decided to expand its work in the area of mathematics learning particularly with the activation of the «I reflect therefore I resolve» project. This project was conceived in line with the crèche, primary school and lower secondary school belonging to the same unified institute, in order to work on the processes connected to mathematical problem solving. The project was inspired by the work of Molin, Poli and Bordignon (2017). The children, when faced with certain situation problems, were guided towards following certain steps in order to find the solution: Listening to and analysing the problem, Listening to and sharing hypothetical solutions, Choosing the hypothesis deemed the most useful and effective by the children, Dividing into groups in order to experiment with the various solutions practically, and Final sharing of group work and assessment of the effectiveness and feasibility of the various solutions examined. The project enabled the children to develop a more positive attitude towards problems and to make an effective way of reasoning and thinking through problems their own.

Esperienze di ricerca in ambito educativo

Paola Polimeno

An experiment in consolidating prerequisites for learning calculation in pre-school age

DOI: 10.14605/DIM1521903

The didactic approach was conducted using different activities: structured and semi-structured activities and games. At the end of the didactic project the BIN 4-6 test was re-administrated and a comparison of results showed an increase in the final total scores demonstrating that the intervention had a positive impact on pupils.

Esperienze di ricerca in ambito educativo

Nicoletta Perini, Elena Brentan, Flavia Vielmo

«Mathematically»: Two years of a project in primary years two and three on the basic processes of mathematics

DOI: 10.14605/DIM1511904

This article will narrate the experience of this project. We also decided to analyse a part of the data to see if and how the profiles of children with difficulties changed within a project of this kind. We followed the indications given in the Memorandum of Understanding, which envisages two standardised assessments of children’s abilities, with a targeted support intervention in between. The data in our possession allows us to affirm that children’s profiles can be changed. Obviously more rigorous studies should be undertaken in order to be certain about the specific variables that lead to this improvement. Nevertheless, to our mind, it seems that greater awareness by teachers of their pupils’ strengths and weaknesses together with targeted support interventions help all children develop their potential.

Particular attention is placed on Giacomo, a child in his fifth year of primary school involved in the project personally.

L’angolo delle domande

Daniela Lucangeli

L’angolo delle domande