1,721,030 research outputs found
Segni, rappresentazioni, oggetti matematici. Alcune convinzioni degli insegnanti e incomprensioni tra insegnanti e studenti
No full textThe Role of Mathematics in Quantum Physics for High School Students: a Case Study
No full textWithin the research literature in STEM education, documented difficulties concern the epistemological issues arisen by the relationship between the technical aspects of mathematical models and the empirical reality. The transition from classical to quantum physics makes this aspect more problematic because of the need to give up familiar images or space-time descriptions. These problems were addressed by designing and implementing a teaching/learning path whose design principles cohere with the theoretical construct of ‘Appropriation’. In this paper, we focus on a case study built on the analysis of an interview in which a female student expressed a problematic position towards mathematical reasoning in physics. The analysis of the student’s discourse is based on Habermas's rationality construct. We show both the productiveness and the limits of her forms of epistemic rationality in appropriating quantum physics
Storie geometriche. Quando la scrittura creativa incontra la matematica a scuola
No full textIl contributo dà conto di una ricerca frutto della collaborazione di un linguista e di un'esperta di didattica della matematica tesa ad analizzare storie scritte da bambini secondo una traccia che combina la scrittura creativa e contenuti geometrici
Tra italiano e matematica: il ruolo della formulazione sintattica nella comprensione del testo matematico
No full textDa diversi decenni, ricerche ed esperienze, svolte nell’ottica di un rinnovamento dell’educazione linguistica, hanno messo in luce la necessità di un lavoro comune tra insegnanti di lettere e insegnanti di materie scientifiche. Tra le varie discipline, una particolare attenzione è stata rivolta alla matematica, nell’apprendimento della quale la componente linguistica svolge un ruolo fondamentale, documentato da una ormai ricca bibliografia scientifica.
Il lavoro comune tra esperti di didattica dell’italiano e didattica della matematica si è però finora concentrato soprattutto sulla scuola elementare e soffermato quasi esclusivamente su aspetti specifici, quali ad esempio il ruolo della componente lessicale, la relazione tra domanda e contesto, il ruolo della narrazione, il rapporto tra lingua e altri registri di rappresentazione.
Il contributo si propone di fornire dati per mettere in evidenza come, in ambito scolastico, la formulazione macro e microsintattica influisca sulla comprensione a vari livelli del testo matematico – in particolare di esercizi e problemi legati alla valutazione – e sulle prestazioni rispetto all’esercizio o al test somministrato. Questo aspetto non risulta particolarmente approfondito negli studi di ambito didattico, sia matematico, sia linguistico-educativo.
Scopo della ricerca proposta è distinguere difficoltà sintattiche didatticamente motivate da altre non motivate e proporre strumenti per costruire percorsi didattici di lavoro comune tra insegnante di lettere e insegnante di matematica, specialmente nella scuola superiore.
In particolare, il contributo si soffermerà su tre aspetti:
1) l’analisi della formulazione sintattica degli esercizi nei manuali scolastici (in particolare del biennio delle scuole secondarie di secondo grado);
2) l’analisi della formulazione sintattica degli esercizi dell’Esame di Stato (comunemente detto “esame di maturità”) in Italia e delle relative prestazioni in un campione di prove degli ultimi anni;
3) la sperimentazione metodologicamente accurata con studenti di scuole secondarie di primo e di secondo grado italiane mirata a isolare le difficoltà sintattiche e a capire – anche grazie a strumenti di tipo statistico – come gli aspetti sintattici nella formulazione influiscono sulla leggibilità del testo e sui risultati delle prestazioni
High school students’ epistemological approaches to computer simulations of complex systems
No full textInterdisciplinary task design for pre-service teacher education: learning potentials at the boundary between mathematics and physics
No full textWe present and discuss a pre-service teacher education sequence aimed at promoting professional development on interdisciplinarity. The sequence of activities is conceived around two main ideas: to use textbooks as a source of reflection, and to progressively guide students towards a theoryinformed analysis of textbooks. Here we present the analysis of the first step of the sequence, highlighting two learning potentials that emerged during the class discussion in one implementation
Epistemic Insights as Design Principles for a Teaching-Learning Module on Artificial Intelligence
Full text linkIn a historical moment in which Artificial Intelligence and machine learning have become within everyone’s reach, science education needs to find new ways to foster “AI literacy.” Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and produce knowledge, not only technical skills are needed but instruments to engage, cognitively, and culturally, with the epistemological challenges that this revolution poses. In this paper, we argue that epistemic insights can be introduced in AI teaching to highlight the differences between three paradigms: the imperative procedural, the declarative logic, and the machine learning based on neural networks (in particular, deep learning). To do this, we analyze a teaching-learning activity designed and implemented within a module on AI for upper secondary school students in which the game of tic-tac-toe is addressed from these three alternative perspectives. We show how the epistemic issues of opacity, uncertainty, and emergence, which the philosophical literature highlights as characterizing the novelty of deep learning with respect to other approaches, allow us to build the scaffolding for establishing a dialogue between the three different paradigms
High school students’ epistemological approaches to computer simulations of complex systems
Full text linkThe science of complex systems can provide not only scientist, but also professionals, policy-makers and citizens, with thinking resources to interpret and understand most of the modern global challenges. In this field, the widespread use of computational simulations, that are neither theoretical instruments nor laboratory experiments, has been contributing to the widening of the scientific skill gap between experts and citizens. The pilot study we present in this contribution aims at investigating high school students’ approaches towards simulations of complex systems, by searching for the criteria they use to evaluate their explanatory power and the reliability of their results. Preliminary analysis of the paired interviews has shown that (1) rarely students are able to elaborate explanations of the simulated complex phenomena, and (2) their critical attitude and trust towards simulations are strongly affected by their epistemological background. We argue that these findings deserve to be furtherly investigated, to understand in more details the sources of students’ difficulties in recognizing the epistemological and methodological value of simulations for scientific research and practice
Matematica e creatività linguistica: gli esercizi di stile applicati ai problemi aritmetici
No full textIl contributo esplora i rapporti tra creatività linguistica e insegnamento della matematica in contesto didattico quale strumento per aiutare gli studenti ad appropriarsi del testo del problema. In particolare, la manipolazione del testo di problemi attraverso la riscrittura in stile diverso, secondo il noto modello degli "Esercizi di stile" di Raymond Queneau, ha dato risultati di interesse in alcune sperimentazioni didattiche di cui si dà conto
Developing future-scaffolding skills through science education
No full textCan science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to ‘teach the future’ through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules comprised of future-oriented educational activities. Then, a teaching module on climate change is described. The module was tested in a class of upper secondary school in Italy (grade12) and the main results are reported. They concern a change in perception of the future, as revealed by students: from far and unimaginable, the future became conceivable as a set of possibilities, addressable through concrete actions and within their reach, in the sense that they became able to view themselves as agents of their own future. The results lead us to argue that the approach appears promising in developing ‘futurescaffolding skills’, skills that enable people to construct visions of the future that support possible ways of acting in the present with one’s eye on the horizon
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