1,721,117 research outputs found
Stazione mareografica di Trieste - Porto Lido : dati 2018
Full text linkAnalisi dei dati orari del livello del mare e dei dati medi ed estremi giornalieri del livello del mare rilevati alla stazione mareografica di Trieste - Porto Lido durante il 2018
The evolution of the Italian Adult Learning System (1990s-2020s): policy fragmentation, institutional dynamics and European influence
No full textThis chapter provides an in-depth examination of the Italian Adult Learning System (ALS) with the double aim of mapping its current features and examining its development over three decades (the 1990s-2020s). First, the authors map the type of provision and providers (supply side) the system encompasses and the coordinating institutions and key stakeholders as of 2023. Then, they reconstruct the sequencing in its development, with its unique paths of
institutional building over time, path-dependency dynamics that brought about continuity, and events that have caused discontinuity. To this scope, they adopt a historical institutionalism perspective and draw on secondary sources. The results show that adult learning institutions have been created or reconfigured by frequent and sometimes hectic legislative activity, and mostly in response to social, economic, and political crises. This failed to produce a strong level
of coordination among many institutional actors at the national or regional level
The PerContare Project: Proposed Teaching Strategies and Some Developed Materials
No full textPerContare is a 3-year project aimed at developing effective inclusive teaching strategies and materials to help primary school teachers (in grades 1, 2, and 3) address learning difficulties, especially those of students who are potentially at risk of being diagnosed with developmental dyscalculia. The teaching strategies and materials developed involved the use of digital and physical artifacts to help students construct mathematical meanings in a solid way. Each year the materials developed are pilot tested in 15 experimental classrooms, and tested the year after in 5 new experimental classrooms whose results are compared with those of control classrooms. In this poster we describe some of the proposed teaching strategies and material that has been developed within the project
DEL INVENTARIO AL LATIDO. Reseña: Massoni S. y Bussi M. (2020) GUÍA IEC: Investigación Enactiva en Comunicación. La ciencia de la articulación
No full textReseña de:Massoni S. y Bussi M. (2020) GUÍA IEC: Investigación Enactiva en Comunicación. La ciencia de la articulación. 1ra. edición. Rosario: Sandra Massoni. Libro digital, PDF. ARK: http://id.caicyt.gov.ar/ark:/s18535925/l0zjd0c1
Il progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curriculari” (2005-2007)
No full textPresentazione dei contributi di ricerca pubblicati nel numero della rivista inerenti al progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari” che ha goduto di un finanziamento biennale nell’ambito dei progetti PRIN (PRIN 2005019721)
Mediazione semiotica nella didattica della matematica: artefatti e segni nella tradizione di Vygotskij.
No full textAbstract. In questo articolo è illustrato il quadro teorico della mediazione semiotica sviluppato dalle autrici in una prospettiva vygostkiana. Elementi chiave sono la nozione di artefatto e la nozione di segno. Lo scopo del quadro teorico è quello di inquadrare numerosi esperimenti didattici sviluppati a partire dagli anni novanta su temi diversi e a diversi gradi di scolarità e quello di disporre di uno strumento di progettazione di nuovi esperimenti, riguardanti sia tecnologie classiche che tecnologie dell’informazione, nei quali l’insegnante usa intenzionalmente un artefatto come strumento di mediazione semiotica
The disease of Sigmund Freud: oral cancer or cocaine-induced lesion?
No full textPurpose: Sigmund Freud, the father of modern psychoanalysis, suffered from what was considered to be a malignant tumour spreading from the back of his palate. He underwent numerous surgical interventions and radiation therapy over the course of 16 years. Such a long survival casts a shadow of doubt on the diagnosis of oral cancer that was given to Freud. Methods: The book “Freud: Living and Dying”, in which the personal physician of Freud described in detail his patient’s fight with oral cancer, was reviewed. Current and past evidence, as well as epidemiological data, on oral cancer and cocaine-induced midline destructive lesions were also reviewed. Results: Tobacco and cocaine are both responsible for oral lesions and Freud was a dedicated cigar smoker as well as a user and defender of cocaine. Freud’s medical records indicate that the main cause of Freud’s oral disease was excessive smoking. On the other hand, the diagnosis of oral cancer does not seem to be entirely consistent with the 16-year-long survival of Freud. Freud used cocaine regularly in the 1890s, as reported by his personal physician, and it is possible that he continued taking it beyond that time period without feeling the need to inform his doctor. Conclusions: It is possible that the lesion that progressively and very slowly eroded the splanchnocranial structures of Freud was not a bona-fide cancerous malignancy, but rather, the necrotizing effect of cocaine use that has been previously reported to be responsible for some massive facial destructive lesions
Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective
No full textAbstract
Elaborating on previous research studies carried on at different school levels and involving different artefacts, the authors present a synthesis of their theoretical reflection as a model of the teaching and learning process based on the notion of Semiotic Mediation.
The notion of mediation, widely used in the current mathematic education literature, is here elaborated in a more complex way that overcomes the basic assumption about the contribution of integrating tools in the human activity, and in mathematics activity in particular. Following the seminal idea of Vygotsky and elaborating on it the author postulate that an artefact (either an abacus or a pocket calculator, either a compass or a Dynamic Geometry command) can be exploited by the teacher as a tool of semiotic mediation to develop genuine mathematical meanings, detached from the use of the artefact, but maintaining with it a deep semiotic link.
The evolution of meanings, corresponding to the move from personal meanings rooted in the context of the artefact to conscious mathematical meanings, is a long term process that, according to our assumption, is neither spontaneous nor granted.
The teaching organization that is proposed in this paper is modelled by the iteration of what has called a didactical cycle. In particular, the authors assume the centrality of the design of semiotic activities, such as production and interpretation of texts, and, in particular, collective mathematical discussion where the intentional action of the teacher is focussed on guiding the evolution of signs.
The model is illustrated by examples drawn form different teaching experiments, carried out at different school levels and involving ancient and modern artefacts
Intercultural dialogue and the geography and history of thought
No full textWe present three vignettes that raise our curiosity to learn about the history of thought. All European languages now share the top-down writing process of fractions and the consequent naming order. How might how we read and write fractions influence how we think about fractions
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