Designing and experimenting didactic activities through DIST-M: didactic opportunities and reflections

Abstract

The request to design and evaluate an activity based on the Digital Interactive Storytelling in Mathematics (DIST-M) methodology, during a training course for in-service teachers, has demonstrated its efficacy as an effective professional development experience. In this paper, the authors present their reflections on the implications and potential identified in the application of the DIST-M theoretical framework and protocols, particularly concerning: skill design, interaction through Moodle Chat, with respect to the possibilities to re-read the transcription of the class discussions, and the immersive mode, that requires both teachers and students to interact by assuming characters with predefined roles, alternating between acting and observing. Finally, it is suggested that the DIST-M methodology could be used as a useful tool for formative assessment of student engagement, as well as for self-assessment among reflective educators and learners.