The ELTP project: from multiple choice test to individualized learning paths

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Cover illustration by Teresa Lucini
PDF (Italian)
Published: Dec 31, 2011
DOI: https://doi.org/10.17471/2499-4324/212
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), E-learning & Mathematics, Difficulties in mathematics, Tertiary transition, Attitude towards Mathematics, Metacognition,

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Pietro Di Martino
Dipartimento di Matematica, Università degli Studi di Pisa
Giuseppe Fiorentino
Accademia Navale di Livorno
Rosetta Zan
Dipartimento di Matematica, Università degli Studi di Pisa

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.

Article Details

Issue
Vol. 19 No. 3 (2011): TD54 - E-learning & Mathematics
Section
Articles - Special Issue

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