Umberto Dello Iacono

An online Vygotskian learning activity model in mathematics

This paper describes part of a broader research aimed to investigate the possibility of using, an e-learning platform to implement the Vygoskijan educational model, based on mediation and peer interactions, for mathematics education. We define a Learning Activity model within a Digital Interactive Storytelling in Mathematics and report how it has been implemented using Moodle. The activity uses both experiential and discursive approaches to mathematics learning and foresees individual and social tasks. The implementation exploited some features of Moodle Lesson and GeoGebra to define two new types of questions with automatic assessment: one allowing the student to interact with graphical objects and then to conjecture and test; one other allows to construct sentences starting from a given set of word-blocks (approaching the automatic assessment of open-ended questions).

Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentation

This work concerns the use of scripting collaboration in order to implement an innovative approach to competence-based mathematics learning. In this chapter, we show how Digital Interactive Storytelling in Mathematics (DIST-M) can be used to engage students in shared argumentative experiences and how the technology supports the students’ reprocessing and appropriation within their knowing. The design is based on a network of theories and students are engaged in activities within a storytelling experience. The activities use both experiential and discursive approaches to mathematics learning, integrating individual and social tasks, defined by external scripts. We merge free tools and define new applications, which allow to integrate and manipulate dynamic graphs as well as to construct open sentences starting from available blocks of words. We also discuss the outcomes of a case study.

Script collaborativi e digital storytelling per l’apprendimento online della Matematica

Abstract – This work concerns an e-learning skill-based methodology called M-DIST (Digital Interactive Storytelling in Mathematics) proposed for the learning of mathematics. It consists of a collection of collaborative scripts, which steer roles and actions of the participants in order to promote cognitive, socio-cognitive and metacognitive processes. We refer to a networking of theories as the theoretical framework and use storytelling experience to engage students. The activities use both experiential and discursive approaches, integrating individual and social tasks. According to Vygotsky, the expectation is that, over time, scripts can be internalized through practice and so produce learning. Finally, we analyse and discuss, using functional linguistic tools, the results of a DIST-M ex-perimentation focused on argumentative skills in mathematics. Riassunto – Questo lavoro riguarda la proposta di una metodologia per l’apprendimento della matematica in ambiente e-learning, basato sulle competenze, che abbiamo denominato Digital Interactive Storytelling in Mate-matica (DIST-M), che consiste in script collaborativi, finalizzati a gestire e strutturare ruoli e interazioni degli studenti per promuovere processi cognitivi, socio-cognitivi e metacognitivi. Il quadro teorico di riferimento e costruito come networking di teorie e usiamo una esperienza di storytelling per coinvolgere gli studenti. Le attivita utilizzano entrambi gli approcci esperienziale e discorsivo, integrando task individuali e sociali. Secondo Vygotskij, l’aspettativa e che, nel tempo, gli script possano essere interiorizzati attraverso la pratica e garantire, in questo modo, l’apprendimento. Infine, analizziamo e discutiamo, utilizzando strumenti della linguistica funzionale, i risultati di una sperimentazione del DIST-M focalizzata sulla competenza argomentativa in matematica. Keywords – mathematics, collaboration script, storytelling, argumentation, linguistic Parole chiave – matematica, script collaborativi, storytelling, argomentazione, linguistica