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UID:74@edu.technion.ac.il

DTSTART;TZID=Asia/Jerusalem:20250422T143000

DTEND;TZID=Asia/Jerusalem:20250422T153000

DTSTAMP:20250331T093700Z

URL:https://edu.technion.ac.il/events/%d7%a1%d7%9e%d7%99%d7%a0%d7%a8-%d7%a
 1%d7%99%d7%95%d7%9d-%d7%9e%d7%92%d7%99%d7%a1%d7%98%d7%a8-%d7%a0%d7%99%d7%a
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SUMMARY:סמינר אורחת: Anna Baccglini-Frank- Remedial interventions
  in mathematics for high school students: navigating two theories optimize
  the design of the activities מארחת: פרופ/ח עינת הד מצו
 יינים
DESCRIPTION:Lecturer:\n Location:\n Zoom: \n Remedial interventions in math
 ematics for high school students: navigating two theories optimize the des
 ign of the activities\nAbstract:\nThe DynaMat project was funded from 2022
  to 2025 by a grant of the Italian Ministry of the University and of Resea
 rch\, with the aim of studying how to identify students' mathematics learn
 ing profiles (and how these might change)\, from a discursive perspective\
 , and to qualitatively describe in fine-grained detail how remedial learni
 ng of high school students (15-16 years old) with a history of low achieve
 ment in mathematics may be supported by a newly designed set of mathematic
 s remediation activities involving digital artifacts. While the majority o
 f remedial interventions in the literature are grounded in behaviorist and
  cognitivist theories\, they are based on deficit models\, and they deploy
  digital technology mainly to offer explicit instruction approaches\, Dyna
 Mat takes a participationist approach that overcomes deficit discourse by 
 focusing on what students actually say and do\, and on enabling their part
 icipation.\nIn this talk I will highlight the significance of the DynaMat 
 project\, situating it within the Italian educational context\, and within
  the national and international literature on mathematics learning difficu
 lties and remedial interventions\, and I will discuss my current thinking 
 on some key aspects of the project's theoretical framework\, building main
 ly on the Theory of Commognition (Sfard\, 2008)\, but also leveraging the 
 Theory of Semiotic Mediation (Bartolini Bussi &amp\; Mariotti\, 2008).\nBi
 o:\nAnna Baccaglini-Frank is a full professor at the Department of Mathema
 tics of the University of Pisa\, Italy\, where she teaches courses for gra
 duate students pursuing a degree in mathematics and preservice primary and
  secondary school teachers. At the beginning of her research career she st
 udied high school students' processes of conjecture generation in dynamic 
 geometry environments. Then\, since 2011 she has become more and more inte
 rested in mathematics learning difficulties at all school levels\, focusin
 g especially on how physical and digital artifacts can be used to design i
 nclusive mathematics activities. A substantial outcome of her work in this
  area are student activities and teacher guides of the PerContare project 
 (www.percontare.it)\, a design research project aimed at preventing primar
 y school children's (grade 1-5) persistent learning difficulties in mathem
 atics.\nShe is the PI of DynaMat\, a project funded from 2022 to 2025 by a
  grant of the Italian Ministry of the University and of Research. This bas
 ic research aims to study how to identify students' mathematics learning p
 rofiles (and how these might change)\, from a discursive perspective\, and
  to qualitatively describe in fine-grained detail how the learning high sc
 hool students with a history of low achievement in mathematics may be supp
 orted by a newly designed set of mathematics remediation activities involv
 ing digital artifacts.\nAnna is the recipient of the first edition (2022) 
 of the “Giovanni Prodi” award for original research in  Mathematics E
 ducation\, and she is editor-in-chief of the journal Digital Experiences i
 n Mathematics Education.\nAnna serves on the editorial board of Educationa
 l Studies in Mathematics\, as well as on the editorial committees of Itali
 an journals\, and has been leading or co-leading the Thematic Working Grou
 p 24 since CERME11.\nShe is also scientific director of the Center for Adv
 anced Research on Mathematics Education (CARME\, see www.carme.center)\, f
 ounded in 2021 in Pistoia (Italy) thanks to a grant by the CARIPT Italian 
 bank foundation.\n\n

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