Διαφοροποιημένη διδασκαλία στα μαθηματικά σε τάξη μικτών ικανοτήτων του Δημοτικού με τη χρήση του ψηφιακού περιβάλλοντος Edmodo
KeywordsΔιαφοροποιημένη διδασκαλία ; Αξιολόγηση ; Μαθηματικά ; Δεκαδικοί αριθμοί ; Δημοτικό ; Μικτές ικανότητες ; Edmodo ; Αναθεωρημένη ταξινομία Bloom ; Μικτή μάθηση
This thesis explores a) the contribution of learning projects - digital or non digital – differentiated in content and degree of difficulty, b) the effect of continuous formative assessment and c) the influence of the Edmodo digital environment on the learning development of students in D class mathematics and specifically the decimal numbers unit. Twenty-four D class students of an elementary school downtown Athens were selected and divided in three learning groups (beginners, regular, advanced) based on their learning readiness. Over a period of seven teaching meetings, the students were given activities planned with differentiated teaching strategies and their implementation was based on Bloom’s Revised Taxonomy pedagogical model and Mixed Learning exploiting the potential of the Edmodo digital environment. The statistical analysis of the data collected through empirical research reveals the verification of all the alternative hypotheses that were listed according to the research questions. Consequently, in proportion it results that the educational programme was successful as far as the goals put are concerned. Finally, this thesis is concluded by listing some suggestions for further research.