quartette card game - uniba.sk · 1 workshop: quartette card game as the example of adidactical...

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Workshop: Quartette card game as the example

of adidactical situation

www.mis.unipa.it

Partner

Name

P3- Faculty of Mathematics, Physics and Informatics, Comenius University

Title Quartette card game as the example of adidactical situation

Contact E-mail

[email protected]

Overview of workshop

Nr Section name Time (hr) Location

I INTRODUCTION: DIDACTICAL GAMES 3 University II PREPARATION OF THE QUARTETTE CARD GAME AND DEFINITION OF THE

RULES

2 University

III EXPERIMENT WITH PUPILS OF PRIMARY/SECONDARY SCHOOL 4 Primary/Secondary school

IV THEORETICAL BACKGROUND: INTRODUCTION INTO THE THEORY OF DIDACTICAL SITUATIONS

3 University

V DIDACTICAL EVALUATION 3 University

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Workshop: Quartette card game as the example of adidactical situation

Pattern Card Section I: Didactical games

www.mis.unipa.it OVERVIEW

Trainee teachers actively participate in a discussion on didactical games. Didactical games when used properly can improve pupils’ knowledge in mathematics and their attitudes related with mathematics and mathematics teaching. It also improves the cooperation of the students in the classroom and motivates them. LESSON PLAN

I EXPERIMENTAL/DIDACTICAL ACTIVITIES SECTION I

EXTRA INFO TIME (MIN)

1 DEFINITION OF DIDACTICAL GAMES Focus on advantages, disadvantages, target group, main parts and phases of methodology

120 min.

2 EXAMPLES ON DIDACTICAL MATHEMATICAL GAMES

60 min.

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET I.1

NAME DEFINITION OF DIDACTICAL GAMES

MANDATORY PREVIOUS KNOWLEDGE

none

GENERAL PCK OBJECTIVES

◦ Didactical game as one of the method for solving tasks or problems of daily life ◦ Acquaintance with definition, advantages, parts and methodology phases of didactical games ◦ Preparation of concrete game focused on given topic ◦ Knowledge of pedagogical methods and tools aimed at scaffolding learning a given content

SPECIFIC PCK

OBJECTIVES Transforming content knowledge in an appropriate knowledge for teaching.

CONTENT

KNOWLEDGE OBJECTIVES

Development of strategic and logical thinking

PEDAGOGICAL KNOWLEDGE

Knowledge on using didactical game as one of the teaching methods

TIME NECESSARY

120 min MIN – MAX OF TT 1 and more

MATERIALS none

SPECIAL

CONDITIONS + POSSIBLE OBSTACLES

none

ACTIVITIES 1. Lecture – Didactical games as a method of mathematics’ education (history, present and researches on didactical games). 2. Open discussion on didactical mathematical games, their advantages, disadvantages, target group, main parts and phases of methodology according to the own knowledge/experience of TTs with respect to the articles used in references (the lecturer leads the discussion in a way that at the end of this activity TTs have overview/knowledge of all mentioned issues concerning didactical games).

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POSSIBLE RESULTS

TTs will have clearer idea about didactical mathematical games, their usage, advantages and disadvantages. Adaptation of this knowledge will be enabled in next activity I.2, where concrete examples on didactical mathematical games will be shown.

REFERENCES Vankúš, P.: Games based learning in teaching of mathematics at lower secondary school. In: Acta Didactica Universitatis Comenianae - Mathematics, Issue 8, Bratislava, Comenius University 2008, http://www.ddm.fmph.uniba.sk/ADUC/files/Issue8/06Vankus.pdf Vankúš, P.: History and present of didactical games as a method of mathematics' teaching. In: Acta Didactica Universitatis Comenianae - Mathematics, Issue 5, Bratislava, Comenius University 2005, http://www.ddm.fmph.uniba.sk/ADUC/files/Issue5/04%20Vankus.pdf

OTHER MATERIALS

None

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET I.2

NAME EXAMPLES ON DIDACTICAL MATHEMATICAL GAMES


Elementary mathematics of high school level


To learn how to prepare and realize the didactical game

SPECIFIC PCK OBJECTIVES

● Implement constructivist practice for learning ● Transform content knowledge in a appropriate knowledge for teaching

CONTENT KNOWLEDGE

OBJECTIVES

Development and extension of knowledge of mathematical logic

PEDAGOGICAL

KNOWLEDGE Observation of group and individual work of students, managing the work of students

TIME

NECESSARY 60 min MIN – MAX OF TT 2 and more

MATERIALS Depending on given game

SPECIAL CONDITIONS +

POSSIBLE OBSTACLES

Depending on given game

ACTIVITIES 1. Examples of few didactical mathematical games (examples are given in row Other materials) 2. Playing one game between TTs 3. Illustration of didactical mathematical games which are known by TTs and which are used in

their countries. 4. Open discussion on comparison of the way and frequency of using the didactical games in

home countries of TTs. POSSIBLE RESULTS

TTs will familiarize with concrete didactical mathematical games by playing them. By playing one of the games TTs will have the possibility to realize administrative difficulties that can arise by the play and how important is the good management of the lesson.

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REFERENCES Collection of didactical mathematical games designed for use at primary schools (in Slovak), http://www.ddm.fmph.uniba.sk/files/vankus/zbierka.pdf

OTHER MATERIALS

Examples of didactical games.pdf

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Pattern Card Section II: Preparation of the Quartette card game and definition of the rules

www.mis.unipa.it

OVERVIEW

Trainee teachers actively participate in discussion which mathematical object are often problematic for students to understand and are separated in knowledge net. Consequently they try to find four equivalent representations of discussed objects, which is preparation for the Quartette card game. After making cards trainee teachers play the game between themselves so they understand the rules and have experience before using the game in the classroom. LESSON PLAN

I EXPERIMENTAL/DIDACTICAL ACTIVITIES SECTION II


1 SEARCHING FOR EQUIVALENCIES Focus on equivalent representations of objects 45 min.

2 PREPARATION OF THE CARDS AND DEFINITION OF THE RULES

30 min.

3 PLAYING THE GAME Between the TTS. 45 min.

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET II.1

NAME SEARCHING FOR EQUIVALENCIES

MANDATORY

PREVIOUS KNOWLEDGE

Elementary mathematics of high school level


◦ Knowledge of different equivalent representations of mathematical object. ▫ Specification of content of mathematical objects that are isolated in learners’ mind, not

integrated in knowledge net. ▫ Specification of those four equivalent representations of mathematical object that will help to

reach educational goals. SPECIFIC PCK

OBJECTIVES Transformation of content knowledge in an appropriate knowledge for teaching.

CONTENT KNOWLEDGE OBJECTIVES

Awareness of connections between properties of objects that are part of various mathematical fields.


Adaptation of suitable/appropriate equivalencies to the learners’ knowledge level.

TIME NECESSARY


MATERIALS textbooks of mathematics

SPECIAL CONDITIONS + POSSIBLE

OBSTACLES

There doesn’t exist four equivalent representations of chosen mathematical object, e.g. there doesn’t exist four unequivocal different representations of operations with sets, or power set. In that case the quartette card game can’t be applied.

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ACTIVITIES 1. Discussion on mathematical objects that are/might be isolated in students’ knowledge net. 2. Specification of those objects that are relevant to the actual topic that is taught in

primary/secondary school which will be visited by the TTs (according to the state curriculum – pupils already should know these objects and their different representations/expressions, they have been already taught).

3. Discussion on how can different representation of the same object help student to understand the given concept and consequently integrate the concept into the knowledge net – with the help of examples given in other materials.

4. Searching for different representations of chosen mathematical object and selection of those four representations that are appropriate to reach the educational goal.

5. Determination of input data by specification of concrete value of one quartet’s card. In this way the quartet is expressly defined. The input data can be of the same type (each team gets the concrete value of the same representation). One tries to set up the input data in a way so we have variety of objects’ properties and so we cover wide range of possibilities. For example when talking about arithmetical sequences, by specification of input data we can get increasing or decreasing sequence, bounded sequence, etc.

POSSIBLE RESULTS

Mathematical objects and their four equivalent representations, input data – example in appendix.

REFERENCES None

OTHER

MATERIALS Linear function.pdf, Geometric sequence.pdf

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NAME PREPARATION OF THE CARDS AND DEFINITION OF THE RULES


Elementary mathematics of high school level, rules of social game Quartet


▫ Knowledge of pedagogical methods and tools aimed at learning and deeper understanding of a given content.

▫ Usage of different equivalent representations to get learners to experience discontinuity of their knowledge net


● Implement constructivist practice for learning. ● use various models and representations in order to fit students’ reasoning.

CONTENT KNOWLEDGE

OBJECTIVES

Work with input data and representations of given mathematical object.

PEDAGOGICAL

KNOWLEDGE Working in teams, moderation of group discussion

TIME

NECESSARY 30 min MIN – MAX OF TT 4 - 36

MATERIALS Hard paper, scissors, pen, blackboard, chalk


POSSIBLE OBSTACLES

none

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ACTIVITIES 1. Formation of teams of students, each team is composed of 2 (possibly 3) students. If the number of teams is 8 and more we will divide teams into the groups. Each group is then composed of minimally 4 teams.

2. Making of cards (cutting the paper). Each team makes 8 cards=2 quartets. 3. Introduction of the card types – types are written on the blackboard. Types of the cards

represent different representations of the same object, example is given in previous activity II.1 – Linear function.pdf.

4. Distribution of input data (if there are groups of teams, then the input data can be the same within the groups).

5. Each of the teams fills in the cards according to input data and types of the cards, so each team makes 2 quartets. During this phase the most important thing is to fill in correctly the 3 cards of each quartet. Learners are allowed to communicate within the teams and try to write correct representations of the given mathematical object according to input data.

6. Collection of cards (within the groups – if this is the case) and shuffle the cards. 7. Familiarization with the rules of the game (enclosed in other materials), distribution of

cards and short demonstration of the game. 8. Clarification of the rules by discussion, another demonstration of the game – if needed. 9. Collection of the card and another shuffle.

POSSIBLE

RESULTS The learners can have problems to fill in the cards in correct way, which can be caused because of:

▫ they didn’t understand what to do, ▫ they don’t know how to fill in the cards even they have learnt it.

These problems can be solved by discussion within the team and so make clear relationships between the representations. After they finish filling the cards we will have packet of playing cards from each group.

REFERENCES None

OTHER

MATERIALS Rules.pdf

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NAME PLAYING THE GAME


Elementary mathematics of high school level, rules of mathematical Quartet card game


Use methods and strategies suitable to help a learner to rebuild his/her own knowledge net.


▫ Stimulate students in using different representations of the same phenomenon. ▫ Implement constructivist practice for learning. ▫ Guide students in building and organizing their knowledge. ▫ Activating methods and strategies suitable to help a learner to build his/her own knowledge

net. CONTENT KNOWLEDGE

OBJECTIVES

none

PEDAGOGICAL

KNOWLEDGE Management of adidactical situation. Game as the motivation for learning process.

TIME

NECESSARY 45 min MIN – MAX OF TT 4-36

MATERIALS Packet of playing cards


POSSIBLE OBSTACLES

Possible obstacle is misunderstanding of the rules, which can be improved during the game.

ACTIVITIES 1. Distribution of the cards. 2. Playing the game. 3. Evaluation of the game.

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POSSIBLE RESULTS

By playing the game, students will improve their knowledge on topic, which was focus of the game and also interconnect different representations of the same mathematical object. In case that we

▫ don’t manage to finish the game in the time, we will evaluate the actual situation of the game. ▫ manage to finish the game in the time, we will evaluate the overall game course.

In case that there are cards, which don’t generate any quartet we will discuss the reasons of it and possible correction. TTs will find out how important is the planning and the management of the game.

REFERENCES none

OTHER MATERIALS

none

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Pattern Card Section III: Experiment with pupils of primary/secondary school

www.mis.unipa.it OVERVIEW

Within this workshop trainee teachers are divided into the groups of 2-3 and visit the primary/secondary school. They attend mathematics lesson and observe classroom that is going to be part of the experiment. After the observation they prepare pre-test that will measure the level of students’ actual knowledge related to the selected topic. Consequently they are in role of the teacher and during the next lesson they prepare cards with students. Next lesson is focused on playing the game in order to interconnect and deeper understand the given concepts. Then they prepare post-test that will measure whether the used method (Quartette card game) was effective. LESSON PLAN

I EXPERIMENTAL/DIDACTICAL ACTIVITIES SECTION III


1 OBSERVATION Focus on familiarization with class climate and level of knowledge

45 min.

2 PREPARATION OF PRE-TEST, PRE-TEST Focus on identification of actual knowledge 60 min.

3 PREPARATION OF THE CARDS AND DEFINITION OF THE RULES

Focus on connections between representations of mathematical object

45 min.

4 PLAYING THE GAME Focus on deeper understanding and interconnection of concepts

45 min.

5 PREPARATION OF POST-TEST, POST-TEST Focus on verification of efficiency of used method 45 min.

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET III.1

NAME OBSERVATION

MANDATORY PREVIOUS

KNOWLEDGE

Elementary mathematics of high school level, curiculum

GENERAL PCK

OBJECTIVES ● Familiarization with class climate and level of learners’ knowledge ● Observation of:

◦ how learners perceive different representations of objects and relationships between them, ◦ what problems learners have when transforming one representation into the another one.

SPECIFIC PCK

OBJECTIVES Understand students’ difficulties with respect to the objectives targeted by learning materials.

CONTENT

KNOWLEDGE OBJECTIVES

none


Analysis of observed lesson

TIME NECESSARY

45 min MIN – MAX OF TT 1 - 4

MATERIALS Paper, pen

SPECIAL

CONDITIONS + POSSIBLE

OBSTACLES

Language Attendance of alien person in the class can disturb the natural climate.

ACTIVITIES 1. Introduction of TTs to the class. 2. Observation and written record of the lesson.

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POSSIBLE RESULTS

Picture of observed class, their level of knowledge, behaviour, problems, difficulties, atmosphere in the classroom, relationship between teacher and students... After the observation TTs will know the number of the students in the classroom, so they will be able to plan the number of the teams and topics of the game for the next phase of the workshop (according to the curriculum and agreement with the primary/secondary school teacher). According to the observed level of knowledge, TTs will better know how to divide students in to the teams (within next phase), in order the teams’ knowledge level is approximately the same.

REFERENCES none

OTHER MATERIALS

none

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NAME PREPARATION OF PRE-TEST, PRE-TEST

MANDATORY PREVIOUS

KNOWLEDGE

Curiculum, Elementary mathematics of high school level

GENERAL PCK

OBJECTIVES ● Preparation of the test that will measure the level of learners’ knowledge and learners’

meaningful understanding of mathematical objects and relationships between them. ● Determination of students’ difficulties and level of knowledge related to the specific topic.


Search for students’ naïve ideas.

CONTENT KNOWLEDGE

OBJECTIVES

none

PEDAGOGICAL

KNOWLEDGE Production of tests.

TIME


MATERIALS Textbooks of mathematics, computer, pen, paper, printer


POSSIBLE OBSTACLES

One of the obstacles for TTs could be the inexperience with preparation of the tests. In that case the consultation with the tutor is needed.

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ACTIVITIES 1. Specification of orientation of the test, what do we want to test? 2. Determination of the type of the single tasks and their number regarding the 15 minutes limit

for test’s length. 3. Formulation of concrete tasks that will observe relationships between single representations

and connections between objects. 4. Solution of the tasks and follow up potential correction of the number and exactingness of the

tasks. 5. Assessment’s proposal 6. Consultation about the test and its assessment with the tutor and the primary/secondary

school teacher, possible corrections. 7. Preparation of the test in electronic form, test print. 8. Realization of the test (it doesn’t request the TTs to be present in the primary/secondary

school). POSSIBLE RESULTS

Well prepared test, which satisfies principal requirements on test’s quality, as reliability, validity, sensitivity, etc. Example shown in appendix. After the realization of the test we will have data for didactical evaluation (= section 5).

REFERENCES none

OTHER MATERIALS

PreTest.pdf

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NAME PREPARATION OF THE CARDS AND DEFINITION OF THE RULES




CONTENT KNOWLEDGE

OBJECTIVES

PEDAGOGICAL

KNOWLEDGE

TIME

NECESSARY MIN – MAX OF TT

MATERIALS


POSSIBLE OBSTACLES

ACTIVITIES

POSSIBLE

RESULTS

REFERENCES

OTHER MATERIALS

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NAME PLAYING THE GAME




CONTENT KNOWLEDGE

OBJECTIVES

PEDAGOGICAL

KNOWLEDGE

TIME

NECESSARY MIN – MAX OF TT

MATERIALS


POSSIBLE OBSTACLES

ACTIVITIES

POSSIBLE

RESULTS

REFERENCES

OTHER MATERIALS

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NAME PREPARATION OF POST-TEST, POST-TEST


Curiculum, Elementary mathematics of high school level


● Preparation of the test, which will measure whether the used teaching method has influenced the structure of the knowledge net.

● Determination of students’ difficulties and level of knowledge related to the specific topic. SPECIFIC PCK OBJECTIVES

� Understand students’ difficulties with respect to the objectives targeted by learning materials. ● Make appropriate revision in the sequence of learning activities.

CONTENT KNOWLEDGE

OBJECTIVES

none

PEDAGOGICAL

KNOWLEDGE Production of tests. Phases of didactic research.

TIME


MATERIALS Textbooks of mathematics, computer, pen, paper, printer


POSSIBLE OBSTACLES

One of the obstacles for TTs could be the inexperience with preparation of the tests. In that case the consultation with the tutor is needed.

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ACTIVITIES 1. Specification of orientation of the test, what do we want to test? 2. Determination of the type of the single tasks and their number regarding the 15 minutes limit

for test’s length and pre-test (pre-test and pos-test should have the same didactic variables). 3. Formulation of concrete tasks that will observe relationships between single representations

and connections between objects. 4. Solution of the tasks and follow up potential correction of the number and exactingness of the

tasks. 5. Assessment’s proposal 6. Consultation about the test and its assessment with the tutor and the primary/secondary

school teacher, possible corrections. 7. Preparation of the test in electronic form, test print. 8. Realization of the test (it doesn’t request the TTs to be present in the primary/secondary

school). POSSIBLE RESULTS

Well prepared test, which satisfies principal requirements on test’s quality, as reliability, validity, sensitivity, etc. Example shown in appendix. After the realization of the test we will have data for didactical evaluation (= section 5).

REFERENCES none

OTHER MATERIALS

PostTest.pdf

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Pattern Card Section IV: Theoretical background: Introduction into the Theory of Didactical situations

www.mis.unipa.it

OVERVIEW

Trainee teachers are familiarized with Theory of Didactical situations (TDS), which is one of the theories used in research in Mathematics Education. In order to understand main concepts of the theory, some examples of didactical situations will be introduced. At the end of the workshop trainee teachers will have tool for description and evaluation of realized experiment (section III).

LESSON PLAN

I EXPERIMENTAL/DIDACTICAL ACTIVITIES SECTION IV


1 MAIN CONCEPTS OF TDS Focus on explanation of concepts that will be used when describing and evaluating the didactical experiment

90 min.

2 EXAMPLES ON DIDACTICAL SITUATIONS 90 min.

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET IV.1

NAME MAIN CONCEPTS OF TDS


none


● Familiarize with one of existing theoretical frameworks that are used in research in Mathematics Education (as a tool for description and evaluation of the didactic experiment)

● Familiarize with concepts: didactical situation, adidactical situation, didactical triangle (system), analysis apriori, analysis aposteriori, didactical transposition, phases of cognitive process, material milieu, didactical contract, devolution


none

CONTENT KNOWLEDGE

OBJECTIVES

none

PEDAGOGICAL

KNOWLEDGE Deepen knowledge on course and evaluation of didactical situation

TIME


MATERIALS none


POSSIBLE OBSTACLES

none

ACTIVITIES By form of lecture the following concept will be introduced to the TTs: didactical situation, adidactical situation, didactical triangle (system), analysis apriori, analysis aposteriori, didactical transposition, phases of cognitive process, milieu, didactical contract, devolution. The slides for the lecture are available within other materials, file TDS.pdf. For more details TTs can use material mentioned in references.

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POSSIBLE RESULTS

Familiarization with TDS and its main concepts.

REFERENCES Brousseau G. – Theory of Didactical Situations, Kluwer Academic Publishers, 1997 Lectures on the Theory of Didactic Situations in Mathematics – Anna Sierpinska, http://www.asjdomain.ca/TDS-lectures.html

OTHER MATERIALS

TDS.pdf

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET IV.2

NAME EXAMPLES ON DIDACTICAL SITUATIONS


Knowledge from Activity IV.1 Elementary mathematics of secondary level


to learn how to apply the theoretical knowledge in preparation, realization and evaluation of learning/teaching process


none

CONTENT KNOWLEDGE

OBJECTIVES

none

PEDAGOGICAL

KNOWLEDGE none

TIME


MATERIALS none


POSSIBLE OBSTACLES

none

ACTIVITIES 1. Illustration on preparation, realization and evaluation of concrete didactical situation (exampleTDS.pdf)

2. Division of TTs into the pairs (the same pairs as in section III). TTs try to use the concepts of TDS when decribing the preparation and realization of the Quartette card game.

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POSSIBLE RESULTS

Ability to apply the concepts of TDS in practice: Quartette card game is an example of adidactical situation, where the game is a tool for realization of the didactical transposition. The material milieu consists of the paper, scissors, cards. Didactical contract is a consequence of the game rules. Analysis apriori was realized when preparing the pre-test, analysis aposteriori was realized when preparing post-test and when evaluating the pre-test and post-test.

REFERENCES Brousseau G. – Theory of Didactical Situations, Kluwer Academic Publishers, 1997 Lectures on the Theory of Didactic Situations in Mathematics – Anna Sierpinska, http://www.asjdomain.ca/TDS-lectures.html

OTHER

MATERIALS exampleTDS.pdf

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Pattern Card Section V: Didactical evaluation

www.mis.unipa.it

OVERVIEW

Trainee teachers make analysis (quantitative and qualitative) of pre-test and post-test, which were realized within the section III. On the basis of obtained results they evaluate the efficiency of the Quartette card game as the good teaching practice. LESSON PLAN

I EXPERIMENTAL/DIDACTICAL ACTIVITIES WORKSHOP V


1 ANALYSIS OF PRE-TEST AND POST-TEST Focus on statistical (quantitative) and qualitative evaluation

90 min.

2 Evaluation of used method 90 min.

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET V.1

NAME ANALYSIS OF PRE-TEST AND POST-TEST


Elementary level of working with Excel Elementary statistics


Qualitative and quantitative evaluation of pre-test and post-test


� Identify students’ common reasoning strategies

� Make appropriate revision in the sequence of learning activities.

CONTENT KNOWLEDGE

OBJECTIVES

Deepen knowledge of statistics

PEDAGOGICAL

KNOWLEDGE Knowledge of statistical and qualitative evaluation of didactical experiment

TIME


MATERIALS Students’ pre-tests and post-tests, computers

SPECIAL

CONDITIONS + POSSIBLE

OBSTACLES

lack of experience with statistical evaluation One of the obstacles for TTs could be lack of experience with statistical evaluation. In that case the consultation with the tutor is needed.

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ACTIVITIES 1. Familiarization with statistical method for evaluation (e.g.: T-test) – lecture by the lecturer with concrete sample and its statistical evaluation.

2. Assessment of the pre-test (post-test) in correspondence with selected statistical method and with assessment that was proposed in activity III.2 (III.5)

3. Insertion of data into the Excel (possibly different application) 4. Statistical evaluation 5. Qualitative analysis of pre-test (post-test) – become conscious of students’ problems, errors,

strategies when they solved the test POSSIBLE RESULTS

The value of t-test (example is given in file evaluation.pdf) and results of qualitative analysis (errors, strategies, level of understanding and interconnection between mathematical objects)

REFERENCES none

OTHER MATERIALS

http://en.wikipedia.org/wiki/Student%27s_t-test, Evaluation.pdf

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EXPERIMENTAL/DIDACTICAL ACTIVITIES SHEET V.2

NAME EVALUATION OF USED METHOD


Ability to present results, use of PowerPoint


General evaluation of the experiment


� Understand students’ difficulties with respect to the objectives targeted by learning materials

� Make appropriate revision in the sequence of learning activities

CONTENT KNOWLEDGE OBJECTIVES

Argumentation, deduction


● Ability to draw conclusions ● Ability to evaluate the course of teaching/learning process and judge the appropriateness of used

method TIME NECESSARY


MATERIALS computers, data projector

SPECIAL

CONDITIONS + POSSIBLE OBSTACLES

none

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ACTIVITIES 1. Presentation on preparation, realization of the card game and on results of qualitative and quantitative analysis of pre-test, post-test. (each pair/trinity – according to how TT visited the primary/secondary school). Example is given in appendix.

2. Summarization and comparison of results obtained by each working groups 3. Confirmation/disproving of the hypotheses regarding the efficiency/appropriateness of used

method (card game Quartette) as the tool for interconnection (creation of relations) of mathematical concepts in the frame of knowledge net

4. Discussion (if needed)

POSSIBLE RESULTS

Ppt prezentations of each group, evaluation of Quartette card game. Example is given in appendix.

REFERENCES none

OTHER

MATERIALS QuartetGame.pdf, QuartetGame2.pdf

quartette card game - uniba.sk · 1 workshop: quartette card game as the example of adidactical...

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