1,721,243 research outputs found
Epistemology and didactics in Federigo Enriques
No full textFederigo Enriques (1871-1946) is a key personality of Italian culture of the
first half of the XX century. One of the most prominent mathematicians of
his age (the Golden Age of Italian Mathematics), creator with Guido Castelnuovo
of the theory of algebraic surfaces, all along his life he wrote epistemological,
philosophical and historical essays. He had a role in the European
scientific culture of those years comparable with that of other scientists like
Enrst Mach, Henri Poincaré, Wilhelm Ostwald — scholars with whom he
interacted at several levels.
His contributions to the philosophy of science strongly influenced the
Wiener Kreis, as Otto Neurath himself acknowledges.
He was also always concerned with educational and didactic problems,
both on an institutional and on a on-the-field level. The central personality of
Italian didactic of the post-second world war period, Emma Castelnuovo, was
a pupil of his.
In this paper we will try to highlight some features of his epistemology,
looking to those which were also foundations of his didactics
Il potere dei modelli mentali
No full textIn matematica è fondamentale vedere “gli oggetti” di cui si parla, per trasformarli, fare e verificare ipotesi. Aiutare i ragazzi a ripercorrere questa strada può essere un esercizio importante per comprendere quello che nel mondo reale non c’è e risolvere gli stessi problemi in modo diverso
Alcuni snodi della formazione dell’insegnante di Matematica
No full textAnalisi verticale e orizzontale delle caratteristiche dei diversi programmi di formazione insegnanti in matematic
Bernardini e De Mauro letti a due mani
No full textDialogo con una docente di formazione umanistica su "Contare e Raccontare
Regole, eccezioni, errori in matematica
No full textLa matematica è vista dagli studenti come la materia delle regole. L'idea di regola è peraltro estranea alla matematica dei matematici. Il saggio analizza le diverse ricorrenze della parola regola nella pratica scolastica, individuando l'eccezione come uno dei motori dell'evoluzione della disciplin
Competenze linguistiche e competenze matematiche: interdisciplinarità e formazione degli insegnanti
No full textViene descritto un modello di formazione per gli insegnanti di matematica sul tema dell'intreccio tra competenze matematiche e competenze linguistiche. Il modello è stato calidato con corsi erogati a diverse centinaia di insegnanti
La prova di matematica nell'Esame di Stato. Raccolta materiali e analisi dei dati. Sessione d’esame 2007.
No full textE' il rapporto nazionale sull aprima ricorrezione delle prove di matematica dell'Esame di Stato conclusivo del secondo ciclo. Come coordinatore del gruppo di lavoro ho curato la scrittura materaile del rapporto
Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers
Full text linkThis study is aimed at exploring how different formulations of the same mathematical item may influence students’ answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students’ answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students’ performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students’ sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called “multiplication makes bigger”) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception
Exploring students’ mathematical discussions in a multi-level hybrid learning environment
Full text linkThe research described in this paper focused on the issue of describing and understanding how mathematical discussion develops in a hybrid learning environment, and how students participate in it. The experimental plan involved several classes working in parallel, with pupils and teachers interacting both in their real classrooms and in a digital environment with other pupils and teachers. The research was based on a rich set of data collected from the [email protected] 2020 project, which was developed in Italy during the Covid health crisis. Based on Complementary Accounts Methodology, the data analysis presented in this paper involved specialists from the fields of mathematics education and inclusive education. In the study we considered the complexity of learning and the different elements that have an impact on students’ activity and participation, when they are engaged in mathematical discussions within the multilevel-digital environment that emerged due to the pandemic. These parallel analyses showed that ‘mathematical discussion in the classroom’ is a complex (and sometimes chaotic) phenomenon wherein different factors interweave. A complementary approach assists in developing a global vision for this dynamic phenomenon and in highlighting local episodes that are crucial in this interplay of factors. It is precisely in these episodes that the role of the teacher is fundamental: these episodes appear as catalysts for the different variables, with the teacher acting as mediator
Uno strumento per analizzare l’impatto di una variazione nella formulazione di una domanda matematica
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