This paper reports on a study dealing with the role of a theorem as a cultural artefact to promote meaningful learning at the university level. The design builds on a problem-solving task obtained by manipulating the Weierstrass Theorem and addressed both to prospective teachers and to undergraduate students in mathematics to identify some critical learning signs and encourage reflections on how designing activities based on using or preventing them. The research has a dual final goal: to improve prospective teachers’ knowledge and support students’ meaningful learning. Results about the identification of the prospective teachers expected critical signs in undergraduate students’ protocols are presented, and some reflections on the causes and on the intervention for future courses are proposed.

The manipulation of a theorem to promote meaningful learning at the university level

Annamaria Miranda
2024-01-01

Abstract

This paper reports on a study dealing with the role of a theorem as a cultural artefact to promote meaningful learning at the university level. The design builds on a problem-solving task obtained by manipulating the Weierstrass Theorem and addressed both to prospective teachers and to undergraduate students in mathematics to identify some critical learning signs and encourage reflections on how designing activities based on using or preventing them. The research has a dual final goal: to improve prospective teachers’ knowledge and support students’ meaningful learning. Results about the identification of the prospective teachers expected critical signs in undergraduate students’ protocols are presented, and some reflections on the causes and on the intervention for future courses are proposed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4873073
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