1,658 research outputs found
Attività matematiche laboratoriali che prevedono un coinvolgimento percettivo- motorio degli studenti. Dalla ricerca alla scuola.
No full textOn the one hand, the role of the body and movement in learning mathematics and, on the other, instructional strategies implicating active and experiential student involvement are central themes in mathematics education research. Furthermore, they have recently gained new strength due to findings and theories developed in cognitive psychology and neuroscience. However, it is complex to understand the extent to which these perspectives have penetrated the school contexts, which are often rooted in transmissive teaching. The research presented is an exploratory mixed-method study focused on active, bodily experience learning activities. Such activities may involve manipulatives or tools (physical or virtual) as well as the simple student’s whole body or hand movements to explore mathematics. The study, carried out in two different cultural contexts, Italy and Australia, involves researchers in mathematics education and primary and secondary school teachers to compare and contrast the research results, guidelines, and school realities, investigating possible reasons for the gap between research findings and teaching practice. Teachers were directly involved in an online questionnaire and follow-up interviews. Previously, to gain insights on the key elements of the teacher survey, interviews with experts completed the study of the relevant literature and the analysis of curricular documents and educational policies aimed at identifying official guidance concerning the specific object of interest
Educators’ perspective on teachers’ beliefs as key-factors for the implementation of mathematics learning activities designed from an enactive-embodied approach
No full textIf we are interested in the implementation of research findings, as teaching practices, within school settings, it becomes crucial to outline what beliefs should guide teachers in implementing these findings from the researchers’ viewpoint. These beliefs essentially define the underlying philosophy behind these practices and offer valuable insights into how educators can facilitate teachers in bringing the research findings in schools. In our exploratory study, researchers from Italy and Australia hypothesized, specifically, potential beliefs of primary and secondary school mathematics teachers that can be related to the introduction and successful integration of mathematics learning activities designed from an enactive-embodied perspective. This constitutes a key preliminary step for exploring teacher beliefs by directly involving them in a survey
Percezione e movimento nello sviluppo del pensiero matematico. Le convinzioni e le pratiche degli insegnanti in Italia e in Australia.
No full textIl progetto di ricerca è uno studio esplorativo mixed-method riguardo la
proposta e l’implementazione in classe di attività di apprendimento
laboratoriale, che prevedono il coinvolgimento percettivo-motorio degli
studenti come strategia di insegnamento della matematica. Nonostante la ricerca nei campi delle neuroscienze e della psicologia cognitiva, e gli studi condotti nel settore disciplinare della didattica della matematica abbiano
evidenziato la rilevanza dell’esperienza attiva e corporea degli studenti
nell’apprendimento della matematica, spesso l’insegnamento scolastico della disciplina sembra essere lontano da queste prospettive, fortemente ancorato a strategie d’insegnamento tradizionali, prettamente trasmissive. In questo studio, condotto in due contesti culturali molto distanti (quello Italiano e quello Australiano), vengono esplorate le ragioni di una tale distanza tra mondo della ricerca e mondo della scuola, investigando, in particolare, la prospettiva degli insegnanti di matematica di scuola primaria e secondaria riguardo la proposta e l’implementazione in classe di queste attività didattiche. L’indagine, oltre al diretto coinvolgimento degli insegnanti tramite un questionario online e
interviste di follow-up, prevede interviste agli esperti nel campo della didattica della matematica e osservazioni in un ristretto numero di classi selezionate. Il lavoro finora condotto si è concentrato sullo sviluppo degli strumenti per l’investigazione di queste prospettive. Dati parziali, che riguardano il punto di vista degli esperti sull’oggetto di studio sono stati raccolti in Italia. Uno studio compilativo dei principali risultati della ricerca che ha per oggetto le pratiche di insegnamento investigate e la presenza di indicazioni ufficiali nei documenti curriculari e nelle politiche educative, nazionali e internazionali, completa il quadro di ricerca
The AID Project: Volunteering, an opportunity for elder, a resource for the community. Research in progress
No full textAdapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective
No full textThis study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when designing learning sequences becomes imperative. The proposed approach harnesses the power of storytelling to engage students, emphasizing the interconnectedness of subjects and humanizing the evolution of scientific ideas. This study investigates the adaptation of the Digital Interactive Storytelling in Mathematics (DIST-M) model for interdisciplinary storytelling learning sequences. It aims to explore how this model, initially developed for mathematics activities in a virtual environment, can be enriched with elements from inquiry-based learning models to integrate the experimental aspects of physics. The research presents a theoretical discussion grounded in the design of a learning sequence centered around the study of light, taking place in a non-virtual environment and approached from an interdisciplinary standpoint. It introduces hypotheses for adapting the DIST-M model to accommodate interdisciplinary storytelling sequences. One involves the incorporation of an additional phase within the DIST-M cycle, dedicated to consolidating, transferring to other contexts, and addressing variations in the concepts explored, proved, and refined in earlier phases
Beliefs about the active, bodily experience mathematics learning activities: an explorative teacher survey in Australia
No full textThe exploratory study combined an online survey and interviews with Australian primary and secondary mathematics teachers to examine their views on Active, Bodily experience Mathematics learning activities. The research sought to identify teachers’ expectations, challenges, and limitation for their implementation. Initial results indicate teachers recognise the value of such activities in deepening students’ understanding and increasing engagement but encounter obstacles such as time constraints, insufficient resources, and difficulties in managing the classroom, underscoring the need for further investigation into effectively incorporating these activities into teaching practices
Implementation of active, bodily experience mathematics learning activities: Differences among primary and secondary school teachers
No full textIn the research, we look at the implementation of mathematics learning activities consistent with an
enactive-embodied perspective in Italian schools. Teachers are both users and responsible for the
dissemination of educational innovations, thus their involvement is critical for the study. With an
exploratory teacher survey, consisting of a self-completed online questionnaire and follow-up
interviews, we investigated possible differences between Italian primary and secondary school
mathematics teachers, concerning their beliefs and practices. The availability of adequate spaces
and resources isthe main factor hindering the implementation. Time pressure to cover the curriculum
is of particular concern for secondary school teachers, who, otherwise, believe less in the
effectiveness of these activities. Nonetheless, the lack of confidence and guidance is the second hostile
factor, and the teaching training undergone before entering the profession seems to be significant
Storytelling as a Skeleton to Design a Learning Unit: A Model for Teaching and Learning Optics
No full textInstructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized
Sulla genesi e lo sviluppo del pensiero matematico di Maria Montessori. [Origins and development of the Maria Montessori's mathematical proposal]
No full textThe introduction of complex mathematical concepts through perceptual and sensorial hands-on experiences is one of the most relevant aspects of the Montessori method proposal. This article aims to investigate the origins of the Montessori’s profound interest for mathematics, studying the history of the education of mathematics, after the unification of Italy, in which her school education took place. Her key concepts and beliefs about the learning of mathematics and, furthermore, the evolution of her proposal will be illustrated through the analysis of her main publications, both the generalist and the specialized ones in the field of mathematics (Psicoaritmetica and Psicogeometria), and handwritten notes about the lessons of XVI° international course, held in Rome in 1931, which the Opera Nazionale Montessori acquired from her students’ archives. Finally, an overview of the actualization of the Montessori method in the contemporary research will be explained, particularly focusing on the neuroscientific discoveries which have proved the effectiveness of the Montessori proposal to empower the cognitive processes involved in the development of mathematical thinking
Lettera di Alessandra
No full textUn ritratto critico dell'opera di Alessandra Carnaroli, autrice fra le più apprezzate delle ultime generazioni della poesia di ricerca. La sezione a lei dedicata, nel numero della rivista, contiene inoltre saggi di Cecilia Bello Minciacchi, Andrea Cortellessa, e Ivan Schiavone; e vari inediti dell'autrice. Il saggio è pubblicato con lo pseudonimo di Tommaso Ottonieri.A critical portrait of the work of Alessandra Carnaroli, author of the most appreciated in the latest generations of italian research poetry. Published under the pseudonym Tommaso Ottonieri
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