1,721,004 research outputs found
Matematica e oggetti concreti: alcuni limiti della costruzione geometrica della radice di 2 come diagonale di un cortile quadrato
No full textIn questo breve lavoro, dedicato senza alcuna pretesa ma con il massimo
affetto a Bruno D’Amore in occasione del convegno in suo onore, discuto alcune
criticità da un punto di vista didattico legate alla scelta di un esempio concreto per
l’introduzione dei numeri irrazionali nella scuola secondaria di secondo grado,
facendo riferimento alla letteratura di ricerca e a una ricerca in cui sono stati
intervistati insegnanti di matematica di tale livello scolastico con diversa formazione
iniziale e in servizio.In this brief paper, written with no ambitions but great affection for Bruno
D’Amore in occasion of the conference organized for him, I discuss some critical
aspects of using concrete examples to introduce irrational numbers in the high
school, taking in account results from the literature and from a research in which
mathematics high school teachers with different backgrounds have been interviewed
Conceptual Change in Group Discussion: An Exploratory Study
No full textIn this contribution, we discuss conceptual change in mathematics, as it takes place during
social interaction in group-work in the classroom. We rely on a socio-cultural perspective,
according to which the learning of mathematics takes place in a social context (Radford, 2006,
2011). We argue that conceptual change, as part of mathematics learning, may be a social act
deeply related to the subjectivities of students involved in group activity. Students’ interactions
are analyzed by means of an integrated frame, encompassing the construct of subjectification
(Radford, 2008), identity (Sfard & Prusak, 2005) and rational behavior (Boero & Morselli,
2009). The analysis shows that, during the group activity, there is a continuous interplay
between social interaction and individual identity; each student, by means of his rationality,
engages in the construction of coherent structures. Conversely, each individual contributes to
the construction of group coherent structures. Thus, a sort of “group-coherence” turns out to be
a necessity in the subjectification process. In both processes, (change at individual level and
construction of a group coherence) communicative rationality plays a key rol
Teaching and Learning Mathematics. Some past and current approaches to mathematics education
Full text linkToday mathematics education arouses the interest of various subjects: not only insiders, such as mathematicians, teachers, pedagogists, philosophers, and psychologists, but also policy makers and entrepreneurs. Although the debate on mathematics education is lively and multi-faceted, it is often its socio-economic impact, more than other aspects, that comes under the spotlight. Mathematical competence, problem solving, mathematical skills required for technological development and in everyday life are indeed the keywords of mathematics education today. However, looking into the past or to the future, other issues and new challenges are brought into light, and we are led to recognize some surprising resemblances between the approaches in different historical periods or even, mutatis mutandis, some common structures or similar concerns. The contributions collected in this volume present different perspectives (past and present) on mathematics education. Some contemporary theories are taken into account and analyzed in order to bring out and clarify the key points of the current debates and stimulate discussion in view of future developments. Since the topic is complex and involves different disciplinary areas, we have invited mathematicians, historians of mathematics, psychologists, philosophers and researchers concerned with these issues to lead us in the exploration of the different aspects of mathematics education
Identity and rationality in group discussion: An exploratory study
No full textIn this contribution we study group work in mathematics adopting a socio-cultural perspective and combining two theoretical lenses: the construct of identity and that of rational behavior. More specifically, we show how individual identity and dimensions of rationality in interaction may influence conceptual change. Data analysis is performed on excerpts from a group work (age of the students: 12) on negative numbers
Introduzione al Calculus e all’Analisi nella scuola secondaria: criticità e possibilità emerse da uno studio empirico sugli intervalli condotto con lenti semiotiche
No full textContent Analysis for Recognizing Threads in Conceptual Change Research
No full textSince its origins - the publication of the milestone paper of Posner, Strike, Hewson and Gertzog
in 1982 - conceptual change has been one of the main research issues in science education. The
literature on conceptual change is wide and some researchers have already tried to identify the
main threads in this research strand. In some review papers the main articles have been
classified according to different criteria, like “fragmentation and coherence”. Our work stems
from these overview papers and aims at contributing to the literature review on conceptual
change research. In particular, we will present and discuss a new method for identifying
research threads or currents of thought. The analysis of the collection uses both a quantitative
linguistic software and an algorithm inspired by the classical information retrieval procedure
LSI (Latent Semantic Indexing). The selection of the terms to build the reference dictionary
needed for the algorithm is semi-automatic. In the paper, we discuss the extent to which such
software and algorithm are useful for (i) aggregating and classifying similar papers in terms of
topics; and (ii) checking the coherence between the results of the automatic classification procedure and the effective differences among the papers, in order to visualize more deeply the
trends in conceptual change research
- …
