Skip to main content
SpringerLink
Log in

Integra(c)tion of Graphic Supports. A Case-Study on Parabolic Motion for Students with Learning Difficulties

  • Conference paper
  • First Online:
Proceedings of the 2nd International and Interdisciplinary Conference on Image and Imagination (IMG 2019)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1140))

  • 1384 Accesses

Abstract

What opportunities do technological and digital resources provide for teacher mediation in case of learning difficulties? Starting from the findings on teaching accommodation (Hodge and Preston-Sabin 1997; Tomlinson and Murphy 2015) and multimodal strategies (Walters 2010; Kress 2001, 2010), a case-study on the ‘integration’ of three graphic supports (Mayer 1989, 2005; Clark and Lyons 2010) (algebraic function formula; representation on the Cartesian plane; dynamic representation through interactive software - GeoGebra) will be described.

The study regards the teaching integration of these graphic supports for the representation of a parabolic motion in a secondary school class that includes students with dyscalculia.

Through the triangulation of questionnaire, document analysis and in-depth interviews, the analysis highlights relevant aspects regarding the integration of visual and motor representation of learnings (Eilam 2015), in order to support the learning difficulties.

These early findings confirm the meta-analyzes already known (Hattie 2012), the necessity to invest in the multimodal competence of the teacher (Bruce et al. 2013) and lead us to deepen the effective relationship between digital resources and learning difficulties.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    For example, a math teacher (T) teaches integrals, a content of the syllabus of Mathematics (Co), in a High School V class (St) through a lesson based on a textbook or an interactive whiteboard lesson (Md).

  2. 2.

    But also disadvantages: not self-sufficiency due to the vagueness of meanings, which require the supplementary intervention of the symbolic mediator (e.g. legends or captions – Damiano 2013, p. 143).

References

  • AccessComputing: What is the difference between accommodation and modification for a student with a disability? (2019). https://www.washington.edu

  • Ala-Mutka, K.: Mapping digital competence: towards a conceptual understanding. JRC-IPTS, Seville (2011). http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4699

  • Altet, M.: Les pédagogies de l’apprentissage. PUF, Paris (1997)

    Google Scholar 

  • Barnard-Brak, L., Lechtenberger, D., Lan, W.Y.: Accommodation strategies of college students with disabilities. Qual. Rep. 15(2), 411–429 (2010)

    Google Scholar 

  • Berthoz, A.: La vicariance. Le cerveau créateur de mondes. Odile Jacob, Paris (2013)

    Google Scholar 

  • Bonaiuti, G.: Organizzatori grafici e apprendimento. In: Calvani, A. (ed.) Principi di comunicazione visiva e multimediale. Fare didattica con le immagini. Carocci, Roma (2011)

    Google Scholar 

  • Bowen, G.A.: Document analysis as a qualitative research method. Qual. Res. J. 9(2), 27–40 (2009)

    Google Scholar 

  • Boyce, C., Neale, P.: Conducting In-Depth Interviews: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input. Parthfinder International, Watertown (2006)

    Google Scholar 

  • Bruce, D., Di Cesare, D.M., Kaczorowski, T., Hashey, A., Boyd, E.H., Mixon, T., Sullivan, M.: Multimodal composing in special education: a review of the literature. J. Spec. Educ. Technol. 28(2), 25–42 (2013)

    Google Scholar 

  • Butterworth, B.: The development of arithmetical abilities. J. Child Psychol. Psychiatry 46, 3–18 (2005)

    Google Scholar 

  • CEDEFOP: Linee guida europee per la convalida dell’apprendimento non formale e informale. Ufficio delle pubblicazioni, Lussemburgo. Cedefop reference series, No. 104 (2016). http://dx.doi.org/10.2801/280994

  • Clark, R.C., Lyons, C.: Graphic for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. Wiley, London (2010)

    Google Scholar 

  • Cochran, K.: Pedagogical content knowledge: teachers’ integration of subject matter, pedagogy, students, and learning environments. Research Matters to the Science Teacher #9702, p. 14 (1997)

    Google Scholar 

  • Cornoldi, C., Caponi, B., Falco, G., Focchiatti, R., Lucangeli, D., Todeschini, M.: Matematica e metacognizion. Erickson, Trento (1995)

    Google Scholar 

  • Cornoldi, C., Lucangeli, D., Bellina, M.: AC-MT Test: Test per la valutazione delle difficoltà di calcolo. Erickson, Trento (2002)

    Google Scholar 

  • Creswell, J.W., Plano Clark, V.: Designing and Conducting Mixed Methods Research, 2nd edn. Sage Publications Ltd., London (2011)

    Google Scholar 

  • Creswell, J., Plano Clark, V.: Designing and Conducting Mixed Methods Research. Sage, Thousand Oaks (2007)

    Google Scholar 

  • Creswell, J.W.: Research Design: Qualitative. Quantitative and Mixed Methods Approaches. SAGE, Thousand Oaks (2014)

    Google Scholar 

  • Damiano, E.: La mediazione didattica. Per una teoria dell’insegnamento. FrancoAngeli, Milano (2013)

    Google Scholar 

  • Darling-Hammond, L.: Creating A Comprehensive System for Evaluating and Supporting Effective Teaching. Stanford Center for Opportunity Policy in Education, Stanford (2012)

    Google Scholar 

  • Efthymiou, E., Kington, A.: The development of inclusive learning relationships in mainstream settings: a multimodal perspective. Stud. Learn., Child. Voice. (2017). https://doi.org/10.1080/2331186X.2017.1304015

  • Eilam, B.: Promoting pre service teachers’ meta-representational (visual) competencies: the need for a new pedagogy. In: Craig, C., Orland-Barak, L. (eds.) International Teacher Education: Promising Pedagogies (Part C). Emerald, Binglei (2015)

    Google Scholar 

  • Flores, M.A.: The complexities and challenges of be(com)ing a teacher and a teacher educator. Eur. J. Teach. Educ. 40(1), 2–5 (2017)

    Google Scholar 

  • Foddy, W.: Constructing Questions for Interviews and Questionnaires. Cambridge University Press, Cambridge (1993)

    Google Scholar 

  • Fraser, M.W., Richman, J.M., Galinsky, M.J., Day, S.H.: Pocket Guides to Social Work Research Methods. Intervention Research: Developing Social Programs. Oxford University Press, New York, NY, US (2009)

    Google Scholar 

  • Gallese, V., Keysers, C., Rizzolatti, G.: A unifying view of the basis of social cognition. Trends Cogn. Sci. 8(9), 396–403 (2004)

    Google Scholar 

  • Goos, M.: Technology integration in secondary school mathematics: the development of teachers’ professional identities. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds.) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol. 2. Springer, Dordrecht (2014)

    Google Scholar 

  • Gorard, S.: Towards a judgement-based statistical analysis. Br. J. Soc. Educ. 27(1), 67–80 (2006)

    Google Scholar 

  • Goswami, U.: Children’s Cognitive Development and Learning. Cambridge Primary Review Trust, York (2015)

    Google Scholar 

  • Hattie, J.: Visible Learning for Teachers: Maximizing Impact on Learning. Routledge, London (2012)

    Google Scholar 

  • Hecht, H., Bertamini, M.: Understantding projectile acceleration. J. Exp. Psychol. Hum. Percept. Perform. 26(2), 730–746 (2000)

    Google Scholar 

  • Hodge, B.M., Preston-Sabin, J.: Accommodations–or Just Good Teaching? Strategies for Teaching College Students with Disabilities. Praeger, Westport (1997)

    Google Scholar 

  • Hoechsmann, M., DeWaard, H.: Mapping digital literacy policy and practice in the canadian education landscape: MediaSmarts (2015). http://mediasmarts.ca/teacher-resources/digital-literacy-framework/mapping-digital-literacy-policy-practice-canadian-education-landscape

  • Jewitt, C.: Technology, Literacy and Learning: A Multimodal Approach. Routledge, Abingdon (2006)

    Google Scholar 

  • Jimoyiannis, A., Komis, V.: Computer simulations in physics teaching and learning: a case study on students’ understanding of trajectory motion. Comput. Educ. 36(2), 183–204 (2001)

    Google Scholar 

  • Kaiser, M.K., Proffitt, D.R., McCloskey, M.: The development of beliefs about falling objects. Percept. Psychophys. 38, 533–539 (1985)

    Google Scholar 

  • Kress, G.: Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. Continuum, New York (2001)

    Google Scholar 

  • Kress, G.: Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge, Abingdon/New York (2010)

    Google Scholar 

  • Kress, G.: Multimodality. In: Learning Theories, 4 September 2014 (2014). https://www.learning-theories.com/multimodality-kress.html

  • Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., Reid, E.: Urban Classrooms, Subject English: Multimodal Perspectives on Teaching and Learning. RoutledgeFalmer, London (2005). https://doi.org/10.4324/9780203397305

    Book  Google Scholar 

  • Kress, G., Van Leeuwen, T.: Multimodal Discourse: The Modes and Media of Contemporary Communication. Arnold, London (2001)

    Google Scholar 

  • Ludwig, N., Guerrerio, G.: La scienza nel pallone. I segreti del calcio svelati con la fisica. Garzanti, Torino (2012)

    Google Scholar 

  • Marchetti, L., Cullen, P.: A Multimodal Approach in the Classroom for Creative Learning and Teaching. CASALC Rev. 5(1), 39–51 (2016)

    Google Scholar 

  • Maxwell, J., Loomis, D.: Mixed method design: An alternative approach. In: Tashakkori, A., Teddle, C. (eds.) Handbook of Mixed Methods in Social and Behavioral Research, pp. 241–272. Sage, Thousand Oaks (2003)

    Google Scholar 

  • Mayer, R.E. (ed.): The Cambridge Handbook of Multimedia Learning. Cambridge University Press, Cambridge (2005)

    Google Scholar 

  • Mayer, R.: Models for understanding. Rev. Educ. Res. 59(1), 43–64 (1989)

    Google Scholar 

  • McLuhan, M.: Understanding Media: The Extensions of Man. McGraw Hill, New York (1964)

    Google Scholar 

  • Mozilla Foundation: Web literacy (2013). learning.mozilla.org/en-US/web-literacy

  • OECD: Teachers for the 21st Century: Using Evaluation to Improve Teaching. OECD Publishing, Paris (2013)

    Google Scholar 

  • OECD: Universal Basic Skills: What Countries Stand to Gain. OECD Publishing, Paris (2015)

    Google Scholar 

  • Puentedura, R.R.: SAMR: moving from enhancement to transformation [web log post] (2013). http://www.hippasus.com/rrpweblog/archives/000095.html

  • Redecker, C.: European framework for the digital competence of educators: DigCompEdu. In: Punie, Y. (ed.) EUR 28775 EN. Publications Office of the European Union, Luxembourg (2017)

    Google Scholar 

  • Rézeau, J.: Médiation, médiatisation et instruments d’enseignement: du triangle au “carré pédagogique. Asp 35–36(1), 183–200 (2002)

    Google Scholar 

  • Rézeau, J.: Médiatisation et médiation pédagogique dans un environnement multimédia. Le cas de l’apprentissage de l’anglais en Histoire de l’art à l’université (2004). http://jose-ph.rezeau.pagesperso-orange.fr

  • Shulman, L.S.: Those who understand: knowledge growth in teaching. Educ. Res. 15(2), 4–14 (1986)

    Google Scholar 

  • Shulman, L.S.: Knowledge and teaching: foundations of the new reform. Harv. Educ. Rev. 57(1), 1–22 (1987)

    MathSciNet  Google Scholar 

  • Shulman, L.S.: The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. Jossey-Bass, San Francisco (2004)

    Google Scholar 

  • Sousa, D.A., Tomlinson, C.A.: Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Solution Tree Press, Bloomington (2011)

    Google Scholar 

  • Taylor, S.S.: Accommodations = good teaching: Strategies for teaching college students with disabilities. Researcher 24(2), 82–85 (2012)

    Google Scholar 

  • Tomlinson, C.A., Murphy, M.: Leading for Differentiation: Growing Teachers Who Grow Kids. ASCD, Alexandria (2015)

    Google Scholar 

  • Verbeke, K.A.: Identifying accommodations for inclusion settings: a strategy for special and general educators. Electron. J. Incl. Educ. 1(6) (2002)

    Google Scholar 

  • Viennot, L.: Spontaneous reasoning in elementary dynamics. Eur. J. Sci. Educ. 1(2), 205–221 (1979)

    Google Scholar 

  • Vlachopoulos, D., Makri, A.: The effect of games and simulations on higher education: a systematic literature review. Int. J. Educ. Technol. High. Educ. 14, 22 (2017). https://doi.org/10.1186/s41239-017-0062-1

  • Walters, S.: Toward an accessible pedagogy: dis/ability, multimodality, and universal design in the technical communication classroom. Tech. Commun. Q. 19(4), 427–454 (2010). https://doi.org/10.1080/10572252.2010.502090

    Article  Google Scholar 

  • Whitaker, R.J.: Aristotle is not dead: student understanding of trajectory motion. Am. J. Phys. 51, 352 (1983)

    Google Scholar 

  • Williams, T.E.: A multimodal approach to the assessment and treatment of children with learning difficulties. Ph.D. thesis, University of Glasgow (1987)

    Google Scholar 

  • Williamson, R.D.: Accommodation and curriculum modification for students with special needs: a study of teachers’ attitudes. Theses and Dissertations. 1354, University of New Orleans (2011)

    Google Scholar 

Download references

Acknowledgements

The case-study presented is part of the research-training for Secondary School teachers on teaching differentiation, held in Bari 5 District (Italy) in October 2018.

Author information

Authors and Affiliations

  1. Department of Law, Open University ‘Giustino Fortunato’, Via Delcogliano 12, 81031, Benevento, Italy

    Laura S. Agrati

Authors
  1. Laura S. Agrati
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura S. Agrati .

Editor information

Editors and Affiliations

  1. University of Sassari, Alghero, Italy

    Enrico Cicalò

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Agrati, L.S. (2020). Integra(c)tion of Graphic Supports. A Case-Study on Parabolic Motion for Students with Learning Difficulties. In: Cicalò, E. (eds) Proceedings of the 2nd International and Interdisciplinary Conference on Image and Imagination. IMG 2019. Advances in Intelligent Systems and Computing, vol 1140. Springer, Cham. https://doi.org/10.1007/978-3-030-41018-6_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-41018-6_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-41017-9

  • Online ISBN: 978-3-030-41018-6

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics

Search

Navigation