In previous studies we highlighted the role that metacognitive deficiencies and negative attitudes play in students’ difficulties in mathematics during the transition from secondary to tertiary level. This work served as a theoretical basis for an elearning project - ELTP (E-Learning Transition Project) - aimed at assisting students to self-assess and consolidate their mathematic knowledge as they face tertiary transition. In this paper we describe the goals and choices underlying this learning path, which also addressed metacognitive deficiencies and negative attitudes towards mathematics and its study. The aim is to help university students approach mathematics in a more productive way so that they can become autonomous learners.
Il progetto ELTP: dai test a scelta multipla ai percorsi individualizzati
DI MARTINO, PIETRO;FIORENTINO, GIUSEPPE;ZAN, ROSETTA
2011-01-01
Abstract
In previous studies we highlighted the role that metacognitive deficiencies and negative attitudes play in students’ difficulties in mathematics during the transition from secondary to tertiary level. This work served as a theoretical basis for an elearning project - ELTP (E-Learning Transition Project) - aimed at assisting students to self-assess and consolidate their mathematic knowledge as they face tertiary transition. In this paper we describe the goals and choices underlying this learning path, which also addressed metacognitive deficiencies and negative attitudes towards mathematics and its study. The aim is to help university students approach mathematics in a more productive way so that they can become autonomous learners.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
