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Promoting a meaningful learning of double integrals through routes of digital tasks
Teaching Mathematics and Computer Science
Within a wider project aimed at innovating the teaching of mathematics for freshmen, in this study we describe the design and the implementation of two routes of digital tasks aimed at fostering students' approach to double integrals. The tasks are built on a formative assessment frame and classical works on problem solving. They provide facilitative and response-specific feedback and the possibility to request different hints. In this way, students may be guided to the development ofdoi:10.5485/tmcs.2022.0539 fatcat:nus4t5kupfdczj65isz2wbzeoy