1,720,997 research outputs found
The PerContare Project: Proposed Teaching Strategies and Some Developed Materials
No full textPerContare is a 3-year project aimed at developing effective inclusive teaching strategies and materials to help primary school teachers (in grades 1, 2, and 3) address learning difficulties, especially those of students who are potentially at risk of being diagnosed with developmental dyscalculia. The teaching strategies and materials developed involved the use of digital and physical artifacts to help students construct mathematical meanings in a solid way. Each year the materials developed are pilot tested in 15 experimental classrooms, and tested the year after in 5 new experimental classrooms whose results are compared with those of control classrooms. In this poster we describe some of the proposed teaching strategies and material that has been developed within the project
Il progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curriculari” (2005-2007)
No full textPresentazione dei contributi di ricerca pubblicati nel numero della rivista inerenti al progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari” che ha goduto di un finanziamento biennale nell’ambito dei progetti PRIN (PRIN 2005019721)
Mediazione semiotica nella didattica della matematica: artefatti e segni nella tradizione di Vygotskij.
No full textAbstract. In questo articolo è illustrato il quadro teorico della mediazione semiotica sviluppato dalle autrici in una prospettiva vygostkiana. Elementi chiave sono la nozione di artefatto e la nozione di segno. Lo scopo del quadro teorico è quello di inquadrare numerosi esperimenti didattici sviluppati a partire dagli anni novanta su temi diversi e a diversi gradi di scolarità e quello di disporre di uno strumento di progettazione di nuovi esperimenti, riguardanti sia tecnologie classiche che tecnologie dell’informazione, nei quali l’insegnante usa intenzionalmente un artefatto come strumento di mediazione semiotica
Intercultural dialogue and the geography and history of thought
No full textWe present three vignettes that raise our curiosity to learn about the history of thought. All European languages now share the top-down writing process of fractions and the consequent naming order. How might how we read and write fractions influence how we think about fractions
Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective
No full textAbstract
Elaborating on previous research studies carried on at different school levels and involving different artefacts, the authors present a synthesis of their theoretical reflection as a model of the teaching and learning process based on the notion of Semiotic Mediation.
The notion of mediation, widely used in the current mathematic education literature, is here elaborated in a more complex way that overcomes the basic assumption about the contribution of integrating tools in the human activity, and in mathematics activity in particular. Following the seminal idea of Vygotsky and elaborating on it the author postulate that an artefact (either an abacus or a pocket calculator, either a compass or a Dynamic Geometry command) can be exploited by the teacher as a tool of semiotic mediation to develop genuine mathematical meanings, detached from the use of the artefact, but maintaining with it a deep semiotic link.
The evolution of meanings, corresponding to the move from personal meanings rooted in the context of the artefact to conscious mathematical meanings, is a long term process that, according to our assumption, is neither spontaneous nor granted.
The teaching organization that is proposed in this paper is modelled by the iteration of what has called a didactical cycle. In particular, the authors assume the centrality of the design of semiotic activities, such as production and interpretation of texts, and, in particular, collective mathematical discussion where the intentional action of the teacher is focussed on guiding the evolution of signs.
The model is illustrated by examples drawn form different teaching experiments, carried out at different school levels and involving ancient and modern artefacts
L’educazione geometrica attraverso l’uso di strumenti: un esperimento didattico
No full textAbstract. In questo lavoro ci si propone di presentare un esperimento didattico a lungo termine sull’introduzione in una classe V elementare di strumenti e modelli per la prospettiva. La fase di cui ci occuperemo, temporalmente iniziale rispetto l’intero esperimento, riguarda l’uso di particolari artefatti culturali, che hanno permesso la realizzazione della trasposizione nella classe del costrutto teorico della mediazione semiotica
Which is the shape of an ellipse? A didactic analysis of an historical debate
No full textAbastrat. The paper stars from the cognitive analysis of an imaginary debate - reconsructed with excerpts from historical sources - concerning the shapes of particular sections of a right cone and a right cilinder. An exporatory study with expert university students was carried out to validate the hypothesis that when conic sections are concerned break between the figural and the conceptual aspect occurs
Aritmetica in Pratica
No full textÈ noto come nella scuola italiana sia molto elevata la percentuale di studenti che incorre in insuccessi scolastici nelle discipline matematiche. Le verifiche in queste materie generano forte ansia e i fallimenti hanno forti ricadute negative sull'autostima, anche in ragione del fatto che nella percezione sociale spesso l'essere bravo in matematica è associato all'essere intelligente. Dalla consapevolezza di queste situazioni nasce Aritmetica in pratica che, focalizzandosi sui primi anni della scuola primaria (quando cioè si gettano le basi per una solida competenza matematica), propone metodi di insegnamento della matematica (ispirati alla didattica orientale e adattati al contesto italiano) applicati alla rappresentazione dei numeri e ai problemi, con decine di schede ed esercizi su: addizioni e sottrazioni con l'utilizzo dell'artefatto cannucce; problemi con variazioni, tipica metodologica didattica cinese. Attraverso esempi e percorsi operativi, opportunamente trasposti nella nostra cultura, gli autori illustrano modalità didattiche che ciascun insegnante può facilmente utilizzare e adattare alla propria classe.It is well known that in Italian school the percentage of students encountering failure in mathematics is very high. Tests in this discipline generate anxiety and the failures produce decrease of self-efficacy and of motivation, also because socially being good (or not) in math is associated to being (or not) intelligent. From the awareness of these situations "Arithmetic in Practice" was developed to build strong foundations for learning arithmetic and mathematics more in general, proposing teaching strategies inspired by Oriental practices adapted to the Italian context applied to learning the representation of numbers and problem solving, with many activities and worksheets on addition and subtraction using straws; problems with variation, a typical methodology on Chinese education. Through examples and guided pathways, appropriately transposed into our culture, the authors illustrate didactical practices that every teacher can easily adopt in his/her classroom
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