Developing pupils’ understanding of mathematical relations and functions with Understanding by Design
Giorgio Ostinelli
The curricular argument chosen for this experience was «mathematical relationships and functions». The cycle of lessons occurred during the months between December 2017 and March 2018. The pupils underwent an entrance test, that was repeated at the end of the experience, based on PISA 2012 math test, and aimed at checking for basic understanding of the above defined mathematical concepts. The outcomes confirmed that in the context here described the pupils of the two experimental groups showed a better understanding of the curricular argument and better overall results.
Keywords
Understanding by Design, deep understanding, authentic pedagogy, backward planning, development of critical reasoning.