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Innovative Educational Strategies for Logical and Creative Development in Math and Coding

Engaging students in math lessons through group activities and introducing coding to enhance problem-solving skills. Encourages teamwork, creativity, and effective learning strategies. Includes practical tasks and interactive projects for hands-on experience.

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Innovative Educational Strategies for Logical and Creative Development in Math and Coding

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  1. EXPECTED RESULTS Developing logical skills and organizational to achieve a goal. Knowing how to work in a team work, respecting their own commitments, their own role and the commitments and the roles of others. Reworking and refining their own knowledge, then share them with others as comprehensively as possible. Considering how it is possible to facilitate the learning of a mathematical concept. Overcoming the embarrassment of speaking in public and logically organize their own speech. Making experience of fun and entertain with math. First experience – A REALITY TASK:design and implement a math lesson for student of another class.

  2. STRATEGIE OPERATIVE • Creating five working groups of elective, to favor as much as possible the cooperation and the achievement of objectives. • Choosing interesting topics, that require the knowledge of some mathematical concepts, but which also give the possibility to acquire a new one during the work of the group. • Providing guidance on where to find the necessary materials ( books, websites ). • Doing enough lessons to work in groups and encourage, where possible, at least an afternoon meeting in the care of families . • Before starting the lesson, it is necessary to review the work of each group and to reflect together on the procedures .

  3. Cinque lezioni di matematica: • Fractions • Logic Games • Sudoku and magic squares • Mathematics with matches • Numerical crossword and other games

  4. Second experience - CODING :an introduction to computational thinking EXPECTED RESULTS • Stimulating creativity and problem solving skills. • Knowing how to define the aim of a project. • Identifying their own role in a team, working in a cooperative atmosphere. • Learn to operate following rules already validated, but that can be improved. • Developing a system of controls to verify progress.

  5. OPERATIONAL STRATEGIES • Teaching using the laboratory (learning by doing ). • Cooperative learning/peer education . • Eagerness of the students in the choice of the free and creative content of the project, the definition of the objective and the identification of their own role in the working group. • Using motivational techniques work: icebreaking, brainstorming, scrum, story mountain, sprint planning and scrumboard . • Alternating moments of work "unplugged " (analog mode, without Network ) and other on - line .

  6. A story : Bark and the Incandescent Dragon . ICEBREAKING (unplugged) Games heating 1. Eyes closed 2. Symbols and controls : up, down, left, right SCRUM (unplugged) From rugby : when all players are pointing in the same direction to take possession of the ball. BRAINSTORMING (unplugged) 1. Designs inspired by the cards of Stories 2. Storm on characters SCRUMBOARD (unplugged/on - line) The board that helps planning : 1. to do; 2. during construction; 3. already done. STORY MOUNTAIN (unpluggedon - line) The structure of the story: the initial situation; that kicks off the adventure; climax; remedial action; end. SPRINT PLANNING (unplugged/on - line) Planning of useful work to give life to the story.

  7. INVENTED STORY (Coding) The group formed by the teacher can work situations more balanced, especially for the enhancement of skills and roles of each boy. The CODING urges both logical skills that creative ones. Mathematics and storytelling “play” togheter in games of different languages ​​ and fantasy. Children learn to organize and plan the study time activities . They learn how using creatively LIM, PC, tablet . FINAL EVALUATION OF THE " GOOD PRACTICES " MATH CLASS (Task of reality) • The group elected facilitates collaboration and creative phase. • This type of task stimulates the metacognitive skills of the boys , as well as the recovery of knowledge. • Gaming activities on mathematical release tension compared to the difficulties that may be encountered. • The students are using a precise language and appropriate (in mathematical terms). • The students listened with seriousness and respect fellow presenting the lesson.

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