Mobiles & ICT Based Interventions for Learning Difficulties in Geometry

被引：1

作者：

Galitskaya, Viktoriya ^{[1
]}

Drigas, Athanasios S. ^{[1
]}

机构：

[1] NCSR Demokritos, Brain R&D IIT, Net Media Lab Mind, Athens, Greece

来源：

INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY | 2023年 / 13卷 / 04期

关键词：

STEM; applications; STEAM; robotics educational robotics; problem solving; ageometria; working memory; augmented reality; mobile and tablet apps; ICT; SHORT-TERM-MEMORY; WORKING-MEMORY; ARTIFICIAL-INTELLIGENCE; SPECIAL-EDUCATION; VIRTUAL-REALITY; SELECTIVE METAANALYSIS; READING-COMPREHENSION; CORE KNOWLEDGE; CHILDREN; STUDENTS;

D O I：

10.3991/ijep.v13i4.36309

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The difficulty faced by students in Geometry (ageometria) is a relatively new learning challenge that has yet to be extensively explored. Early detection and intervention are crucial. Students with dyslexia, like other students with special learning difficulties, face challenges in working memory. In addition, solving a geometric problem requires comprehension of pronunciation and numerical processing. In addition, solving a geometric problem requires comprehension of pronunciation (in which students with dyslexia lag) and numerical processing (in which students with dyscalculia lag). For this reason, this article presents interventions aimed at enhancing working memory and improving reading and numerical skills with the help of new technologies.

引用

页码：21 / 36

页数：16

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