Authors:
Raffaella Folgieri
1
;
Maria Elide Vanutelli
1
;
Paola De Vecchi Galbiati
2
and
Claudio Lucchiari
1
Affiliations:
1
Department of Philosophy, Università Statale di Milano, via Festa del Perdono 7, Milan and Italy
;
2
Disruptive Innovation in Education, Chinese American Scholars Association, NYC and U.S.A.
Keyword(s):
Gamification, Coding, Augmented Didactics, Self-learning, Math Empowerment, Robotics.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Learning/Teaching Methodologies and Assessment
;
Project Based Learning and Engineering Education
Abstract:
This paper describes a pilot educational project made in a Primary School in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, Milan) implemented in 2016 and 2017. The project was born from a specific request: the school aimed at improving the results achieved by students aged 7 during the National Tests for Mathematics since they registered performances lower than the National Average. In this context, we supported teachers providing information tools and methods to improve performances. Our aim was to develop new game-oriented approaches to problem-solving, mixing our different experiences and competences (organization design, information technologies, psychology). We provided a broader spectrum of parameters tools and keys to understand how to achieve an inclusive approach personalized on students, involving them and their teachers in the project. This cooperative approach allowed us to collect interesting observations about learning styles, pointing out the negative impact
that standardized processes and instruments can have on self-esteem and consequently on the performance of pupils. We argue that addressing pupils in considering mathematics as continuous research and development can increase their performances in National Tests execution. Children free to realize their own experiments and observations dramatically improve their involvement and curiosity about Mathematics.
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