1. Moodle & algebraic communication
Pili Royo
DIPE
IES Montilivi
Girona- 2006
PDTR
(PR)

2. Moodle & algebraic communication
ALGEBRAIC CO-CONSTUCTION THROUGH CONVERSATION IN VIRTUAL ENVIRONMENTS
(STUDENTS YEARS OLD)

3. ABSTRACT The aims of the study are:
Analyzing the hypothetical trajectories observed in conversation forums on the virtual environment Moodle.
And to find the characteristics of forum as learning mediator of algebra.

4. TASKS
Analysis of the effective interactions in the co-construction of knowledge through the forums .
Analysis of individual process

6. PHASES 1. Design & Implementation of a moodle –algebra course
2. Using conversation forums to discuss and to look for strategies of resolution of algebraic problems, in a collaborative environment.

7. Phase I

9. Phase II

10. “THE SCREEN ACTIVITIES”

11. THE PROBLEMS of the forums
A PING-PONG MATCH
If in a ping-pong championship n players play, which is the total number of parties that will gamble?
HENS AND PIGS
In a farm there are 18 animals, hens and pigs all together. The number of legs is 50. How many hens and how many pigs are they?
DIVISIONS
Which is the smaller number of three numbers that when dividing it successively by 4 by 5 and 6, always obtains 3 of remainder?

12. DISCUSSION FROM THE FORUMS FROM THE WRITTEN INDIVIDUAL TEST
FROM THE SURVEY
THE ROLE OF THE TEACHER

13. DISCUSSION FROM THE FORUMS
Children read the interventions of their partners much more times than they write in the forum. This can be associated at more reflexive interventions when they do.
The coexistence of both types, actual and online interventions, must be taken into account as a better way than only one of them.
Interactions between students of similar and different cognitive levels take place.
In the design of these forums, the teacher has to consider the difficulty of some mathematical expressions.
Significant learning is produced. It is possible to see it through the evolution on the interventions and through the results on the written individual test.

14. Significative learning is produced

15. Significative learning is produced

16. B. DISCUSSION
Written
individual test
After forums

17. Students doing Arithmetic relations
Just students with difficulties
do this in experimental group
Just good students do this in control group
Problem G.

18. Middle level students solving by using symbolic language skills
Problem G

19. Other methods just in the experimental group
Problema G

20. Explicit explanations were found in the experimental group (I)
Even without a good symbolic manipulation

21. Explicit explanations were found in the experimental group (II)

22. Explicit explanations were found in the experimental group (III)

23. Traditional methods without self-control were used by control group (III)
Problema G.

24. Many relations were found even without good final results

25. Many relations were found

26. Some talks and strategies during the experiment were “applied” to a new situation

27. They achieve self-confidence on their own strategies

28. Some conversation constrictions The need of complementary ressources (inside moodle, but out of the forum)
The need of variability observations

29. ALGEBRA AND GEOMETRY Activity 1
Activity 1
Show the multiplication x (y + 2) by filling in the rectangle. What is your answer? Change the value of x by dragging the x-slider. X(y+2)=

31. DISCUSSION C. FROM THE SURVEY
Children didn’t percieve 7 weeks (once a week) as a long time doing the task. As they say, it allows you “to take your time”.
Children think this way is better than others because they have access to more “opinions”.

32. D. THE ROLE OF THE TEACHER
DISCUSSION
D. THE ROLE OF THE TEACHER
Design and organization of the learning experience.
Selection of representative algebraic problems to encourage discourse.
Guide and scaffolding when necessary.
Promoting the participation of all the students
Promoting on a progressive way the abstraction and the generalization.
Promoting the reflection, the conjecture and the experimentation.
Assessment and evaluation of the activity.