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.
Gamification and Coding to Engage Primary School Students in Learning Mathematics: A Case Study / R. FOLGIERI, M.E. VANUTELLI, P. De Vecchi Galbiati, C. LUCCHIARI - In: Proceedings of the 11th International Conference on Computer Supported Education. 1 / [a cura di] H. Lane, S. Zvacek, J. Uhomoibhi. - [s.l] : SciTePress, 2019. - ISBN 9789897583674. - pp. 506-513 (( Intervento presentato al 11. convegno International Conference on Computer Supported Education tenutosi a Heraklion nel 2019.
|Titolo:||Gamification and Coding to Engage Primary School Students in Learning Mathematics: A Case Study|
|Parole Chiave:||Gamification; Coding; Augmented Didactics; Self-learning; Math Empowerment; Robotics|
|Settore Scientifico Disciplinare:||Settore M-PSI/01 - Psicologia Generale|
Settore INF/01 - Informatica
|Data di pubblicazione:||2019|
|Digital Object Identifier (DOI):||http://dx.doi.org/10.5220/0007800105060513|
|Tipologia:||Book Part (author)|
|Appare nelle tipologie:||03 - Contributo in volume|