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Like many of you, I was a not a gamer. A friend showed me Minecraft, and I saw right away how educators could use it to teach math concepts. So I bought the game, installed it and invited some friends to play along with me.

I was teaching third grade that year in inner-city Turin and was determined to teach math with Minecraft. I was glad I did. Over a span of six months, my class’s benchmark test scores shot up from 18 percent to 84 percent in math and from 24 percent to 81 percent in English.

My students also went far beyond what I was supposed to teach them. The 8- and 9-year-olds built models of DNA, made engineered calculators and were doing fifth grade math at a class average.

Yet what was most surprising was the gradual cultural shift happening in my classroom – students wanted to learn because they were excited about what that knowledge would allow them to make. Soon enough, they were engaged in interest-driven, project-based learning with little prompting from me. They cared about engineering binary calculators or showing off their algebra skills by designing houses using algebra architecture. They were having the time of their lives and they were doing it at school.

When other teachers hear about my students’ academic growth, they often ask me to show them how they can teach with Minecraft. So I decided create a resource to help educators incorporate game-based learning into their classrooms. Minecraft can also help teachers easily teach and assess Common Core State Standards in a way that kids love!

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https://www.youtube.com/watch?v=1cBXWi66-tY

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Video:
https://www.youtube.com/watch?v=9me_tSRN2Z8

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Digital technologies in your Maths classroom 

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Digital technologies in your Maths classroom 

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Advantages: Reduction of space-time barriers Training always available.)
Multiple communication channels in total privacy
Order participation in the identification of those who participate
Enrichment of the educational process nellinterazione between students, student-teacher, student-tutor Need to use netiquette, if you do not want to be excluded from interactions
Controllability of the immediate process of learning Synchronous Communication Tools / Chat / teleconference / asynchronous / Forums / email not separated Learning dallattività work
The data for each student are available immediately during and at the end of the learning process measures the quality and quantity of products and services and enjoyed ongoing realizes all three types of communicative approach: * one to many, * one to one, many to many *
Helps control the aims and methods, provided by educational theory adopted it Allows identification of individual training needs simultaneously ensures to monitor the responses to the training needs facilitates the design of individualized assistance measures: offering services (tutoring, assistance ...)
He realizes lapprendimento a view of comparison and collaboration with students and users. Flexibility of educational solutions and use learning by doing Development of cognitive processes: memorization, comprehension, problem solving and overcoming the digital divide
Disadvantages: Less immediacy and emotional communication (can also be an advantage) Lack of direct human contact in the virtual campus. Isolation The teacher lesson is not owned and fruita always directly. Any limitations due to connection bandwidth Technological Problems
The figure of the teaching Tutor (which should be an expert in online relationships, technologically prepared, and have in-depth knowledge of the specific content, possess teaching skills) Teachers, who often do not provide constant presence, which are often limited to post materials or to intervene through videoconferencing.

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Learning Design Rubrics Complete

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Partly Circles ,Math in Practical Life, eTwinning project

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Partly Circles ,Math in Practical Life, eTwinning project

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Video:

https://www.youtube.com/watch?v=R-LH1G1zMgM

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Group work develops important skills, especially with heterogeneous classes.
Students have different knowledge and skills; the fact of working in a group enhances mutual trade and improves the skills.

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Learning maths through code and robotics

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Learning maths through code and robotics

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Educational robotics as a way to attract students with the use of ICT I find attractive and allows the development of improved skills.
Using simple and effective platforms for insegnativi methods of mathematics; I use Scratch.
link:
https://www.youtube.com/watch?v=qW1etjVCw44

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Scratch around a tool like you can build many different activities together. Usually when you approach a similar opportunity to the first consideration that emerges is that of his (more than valid) a contribution to learn the concepts of computational thinking.
Scratching fact is an instrument capable of producing content, so it can perfectly be used for the educational activities that are able to make use of storytelling. The presence of objects (called sprites), the scenarios and principal mode of action to build and entrust the same objects provides ample room for creativity from the narrative point of view. Attention, storytelling teaching does not rhyme with only the humanities but is fully in line with all disciplines. In fact storytelling is a teaching strategy readily formulated in any disciplinary context.

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The creative aspiration: rationality and imagination of Thought. I worked with pleasure and enthusiasm in science and mathematics in a class through geometric shapes, symbols, colors, elements that have favored one of interactive teaching style: understanding the active of a production process in relation to the results

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"Matlab Tutorial" My Videos
https://www.youtube.com/watch?v=ux87WsPmG1Q
In this blog post, the author describes a useful tool to help students to model and work through the problems for location addition, multiplication, fractions and algebraic reasoning ratiosand see how it works, using interactive models made of colored blocks. Students are also given feedback on how to use the correct sequence to solve problems. It took it is suitable for use on interactive whiteboards.
I use a software called Matlab: useful also develop soft skills to address issues in the school where I teach.

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Watch the video: "Mathematics and weather forecast"
https://www.youtube.com/watch?v=SP-Pq5EsQ0E
Interesting: The video below provides an overview of how mathematics is the basis of weather forecasts. It can function as a video career counseling for students or as a starting point for learning activities based on commissioning projects focusing on students who produce their own weather forecasts.
I apply a useful method for developing graphics through tables of mathematical exercises resolutions.

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A figure that expresses the concept of learning mathematics through a map for pupils with Special Educational Needs.

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Bringing the real world in your math class

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Bringing the real world in your math class

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An approach based learning projects and an ideal way to bring the real world in math class, there are many other more simple ways to make the connection to real world situations.
For example you can think of the concept of transferability. The fact of knowing how to read the time makes downloadable application in daily life and the idea of taking a train knowing the time.
A video of transferability in the life of every day:
"A Real-World Geometry Project"
https://www.teachingchannel.org/videos/real-world-geometry-lesson

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I show you a video:
https://www.youtube.com/watch?v=HtqlIVN9bh8
PBL in mathematics classroom:
The challenge for Students What was Plan A State of the Art School in 2050. That would be SPECIFIC BUILT State on a site. For good to solve this challenge they have had to use Their geometry skills. What Other Challenges / Problems and can identify What might work well as a project in class. Identify a challenge or for Students Problem Solving from where they have to use a certain mathematical skill set. Be sure to identify Which type of mathematical skills are Requests From students.
And 'evident in the video as a math class can be transformed into an interdisciplinary project that allows students to apply their math skills in a meaningful way, allowing them to see where mathematics is used in the real world, highlights careers in which it is used mathematics, and develops a range of essential skills such as collaboration, presentation, creativity, etc.
However, it requires time a teaching unit of the kind, but once started the recovery of the learning curve, accordingly, it is optimal to have a class that can be followed over the years.

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Moving to Math 2.0

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Moving to Maths 2.0

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My name is Gian Luca Cossari, I teach mathematics in high schools. I am 45 years old and from Turin. My experience as a teacher is 20 years. My class consists of 25 students and I deal with boys aged between 16 and 18 years.
I love my job and the relationship with my students for a meaningful learning. I like the innovative tools that I also use in my lectures:
Lim, Blogs, school work platforms where I teach, personal website for sharing materials for students on the lectures. I wish you all a Good Job in the research, increasingly, academic achievement that is the basis for a tutor.