Paraqitjet dhe komunikimet në matematikë: Mundësitë që ofron moodle
DOI:
https://doi.org/10.55312/op.vi2.4642Abstract
Qëllimi i këtij punimi është të theksojë disa nga mundësitë e ofruara nga e-learning, në veçanti nga platforma informatike Moodle, që lidhen me paraqitjet dhe komunikimet në edukimin matematik. Në fillim diskutohen shkurtimisht lidhjet ndërmjet paraqitjes, komunikimit dhe edukimit matematik, duke u përqendruar në dy ide që janë themelore në edukimin matematik: multisemiotizimi dhe multivarieteti. Në fund, janë përshkruar dhe diskutuar nga ana e perspektivave të paraqitjes dhe komunikimit të koncepteve dhe procedurave matematikore, mundësitë e disa prej veprimtarive të arritshme në platformën Moodle.Keywords:
multisemiotizimi, multivarieteti, kuiz, detyrë, leksion.Downloads
References
-
Ferrari, P.L., E-learning e matematica: Rappresentazione e comunicazione in matematica, le potenzialità dell’elearning. L’educazione matematica. N1/2013 pp. 63-70, 2013.
-
Duval, R., Sémiosis et pensée humaine, Peter Lang, 1995.
-
Bruner, J., Actual Minds, Possible Worlds, Cambridge (Massachusetts): Harvard University Press, 1986.
-
Bruner, J., Acts of meaning, Cambridge (Massachusetts): Harvard University Press, 1990.
-
Sfard, A., ‘Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other’, in Cobb, P., E. Yackel and K.McClain (eds.), Symbolizing and Communicating in Mathematics Classrooms, Mahwah (NJ): Lawrence Erlbaum Associates, 2000.
-
Sfard, A., ‘There is more to discourse than meets the ears: looking at thinking as communicating to learn more about mathematical learning’, Educational Studies in Mathematics, 46, 13-57, 2001.
-
Duval, R., ‘Ecriture, raisonnement et découverte de la démonstration mathématiques’, Recherches en didactique des mathématiques, 20/2, 135-169, 2000.
-
O’Halloran, K.L., Mathematical Discourse. Language, Symbolism and Visual Images. London: Continuum, 2005.
-
Ferrari, P.L., Matematica e linguaggio. Quadro teorico e idee per la didattica, : Pitagora Editrice, 2004.
-
Halliday, M.A.K., The Language of Science. London: Continuum, 2004.
-
Vinner, S., ‘The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning’,Educational Studies in Mathematics, 34, 97-125, 1997.
References
Ferrari, P.L., E-learning e matematica: Rappresentazione e comunicazione in matematica, le potenzialità dell’elearning. L’educazione matematica. N1/2013 pp. 63-70, 2013.
Duval, R., Sémiosis et pensée humaine, Peter Lang, 1995.
Bruner, J., Actual Minds, Possible Worlds, Cambridge (Massachusetts): Harvard University Press, 1986.
Bruner, J., Acts of meaning, Cambridge (Massachusetts): Harvard University Press, 1990.
Sfard, A., ‘Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other’, in Cobb, P., E. Yackel and K.McClain (eds.), Symbolizing and Communicating in Mathematics Classrooms, Mahwah (NJ): Lawrence Erlbaum Associates, 2000.
Sfard, A., ‘There is more to discourse than meets the ears: looking at thinking as communicating to learn more about mathematical learning’, Educational Studies in Mathematics, 46, 13-57, 2001.
Duval, R., ‘Ecriture, raisonnement et découverte de la démonstration mathématiques’, Recherches en didactique des mathématiques, 20/2, 135-169, 2000.
O’Halloran, K.L., Mathematical Discourse. Language, Symbolism and Visual Images. London: Continuum, 2005.
Ferrari, P.L., Matematica e linguaggio. Quadro teorico e idee per la didattica, : Pitagora Editrice, 2004.
Halliday, M.A.K., The Language of Science. London: Continuum, 2004.
Vinner, S., ‘The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning’,Educational Studies in Mathematics, 34, 97-125, 1997.
Shqip
English
Italiano
