This paper focuses on good practices in technology-rich mathematics education, and in particular, on the principles and heuristics that may guide the teacher’s orchestration of fruitful activities. We present a teaching activity, framed by the Method of Varied Inquiry (MVI), which involved a small group of 10th grade students, with the aim to let them discover the Greatest Common Divisor (GCD) and the Least Common Multiple (LCM) as objects that mathematize a digital spirograph. Results are analysed and discussed to show how students’ learning can be supported by the teacher’s orchestration of the activity.
Orchestrating the discovery of the Greatest Common Divisor and the Least Common Multiple hidden in a digital spirograph
Faggiano, Eleonora;Mennuni, Federica;
2022-01-01
Abstract
This paper focuses on good practices in technology-rich mathematics education, and in particular, on the principles and heuristics that may guide the teacher’s orchestration of fruitful activities. We present a teaching activity, framed by the Method of Varied Inquiry (MVI), which involved a small group of 10th grade students, with the aim to let them discover the Greatest Common Divisor (GCD) and the Least Common Multiple (LCM) as objects that mathematize a digital spirograph. Results are analysed and discussed to show how students’ learning can be supported by the teacher’s orchestration of the activity.File in questo prodotto:
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