1,721,034 research outputs found
Sulla formazione dei docenti di matematica: iniziative, proposte e riflessioni per i vari ordini scolastici
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The Erlangen Program Revisited: A Didactic Perspective
No full textIn this paper I seek to illustrate some aspects of the Erlangen Program, presenting certain passages taken directly from it. I deem that this can be useful in assisting teachers at any level to be able to approach the historical sources directly. They could then act as mediators on the basis of their own experience and preparation, naturally bearing in mind the reality of the classes which they face, rather than mediating that which has already been mediated by others. The idea is to avoid the presentation of a polished theory, rather constructing it together with students along the path of the original work. The aim is to make students reflect on the meaning of mathematical theories through experiencing historical moments of their construction, promoting a deep appreciation of the theories studied. I also touche on other ideas, perhaps less well known but of considerable interest for their connection with certain themes, such as the relation between intuition and formalization, the use of analytic methods or synthetic methods and the influence (or lack thereof) of different ways of representing space
Sul pensiero e le opere di Felix Klein
No full textIn this contribution I will seek to illustrate some aspects of Felix Klein’s work, particularly some ideas, present in the Final Notes of the Erlangen Program, of considerable interest for their connection with certain themes regarding the mathematics education. I will discuss also some considerations present in the Conferenze Americane, regarding relationships between Pure and Applied Mathematics, and their role in the teacher formation, ideas also present in his 1923 autobiography
I nuclei fondamentali della matematica nei vari livelli scolari. Individuazione di relativi problemi significativi nella pratica didattica
No full textProblemi o contesti ricchi e aperti alla matematizzazione?
No full textThis article presents a study concerns the understanding of some aspects of the multiplicative structure of decimal numbers. It involved a series of classroom activities in primary school, using “rich context” as starting points for progressive mathematization. To create a substantially modified teaching-learning environment, procedures such as estimation and approximation processes are also introduced. During the teaching experiment, we also laid the basis for overcoming some conceptual obstacles in the development of understanding of the multiplicative structure of decimal numbers. In particular, we addressed the misconception that multiplication always produces a larger result than the factors, an overgeneralization of a rule valid for integers
On the relationships between informal out-of-school mathematics and formal in-school mathematics in the development of abstract mathematical knowledge
No full textX International Congress on Mathematical Educatio
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