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A Case Study of Teachers’ First Designs Using ASYMPTOTE: A Tool for Teaching and Learning Mathematics Online

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Higher Education Learning Methodologies and Technologies Online (HELMeTO 2022)

Abstract

In this paper, we present the ASYMPTOTE system - a result of a European project arising from the needs that emerged during the covid-19 pandemic in teaching and learning mathematics online. The components of the system (web portal and smartphone application) are presented with a particular focus on ASYMPTOTE’s task and learning graph functions. Training courses on the ASYMPTOTE system were held for in-service and future mathematics teachers from Greece and Italy. With the aim of investigating how the participants of these courses used the system in the creation process of a learning graph for a specific mathematics’ topic, we examined two case studies. The findings show that the ASYMPTOTE system is an effective platform for the creation of interactive math tasks and LGs.

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Notes

  1. 1.

    Depending on hat their degree program includes (if they are “School of Educa-tion” students they will have to create tasks for the primary school; if they are “Mathematics” students they will have to create tasks for the lower or higher sec-ondary school.

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Acknowledgement

M. F. Mammana and E. Taranto Research was partially supported by the University of Catania, Piano per la ricerca 2020-2022, under the project: “Equazioni Ellittiche: Esistenza e Proprietà qualitative & Didattica Laboratoriale e a Distanza”. E. Taranto was partially supported by the “National Group for Algebraic and Geometric Structures, and their Applications” (GNSAGA – INdAM).

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Correspondence to Maria Flavia Mammana .

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Mammana, M.F., Taranto, E., Filippaki, D.K., Fesakis, G. (2023). A Case Study of Teachers’ First Designs Using ASYMPTOTE: A Tool for Teaching and Learning Mathematics Online. In: Fulantelli, G., Burgos, D., Casalino, G., Cimitile, M., Lo Bosco, G., Taibi, D. (eds) Higher Education Learning Methodologies and Technologies Online. HELMeTO 2022. Communications in Computer and Information Science, vol 1779. Springer, Cham. https://doi.org/10.1007/978-3-031-29800-4_44

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  • DOI: https://doi.org/10.1007/978-3-031-29800-4_44

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