3,135 research outputs found
Modelli e strumenti di analisi della discussione come strategia didattica disciplinare
No full textA completamento del quadro teorico presentato nella prima parte del volume, il capitolo affronta modelli e strumenti di analisi della discussione e focalizza aspetti specifici delle didattiche disciplinari, in particolare in ambito linguistico, matematico e scientifico.
1. L’insegnamento-apprendimento dialogico come modello generale (Andrea Zini).
2. La discussione nella Didattica della Comprensione del testo (Chiara Bertolini).
3. La discussione nella Didattica della Matematica (Silvia Funghi).
4. La discussione nella Didattica delle Scienze (Laura Landi)
Approcci narrativi alle discipline scientifiche: alcune prospettive della ricerca in Educazione Matematica
No full textPrimary future teachers’ expectations towards development courses on mathematics teaching
No full textThe issue of what teachers need to teach mathematics effectively has been widely dealt with in the past decades; nevertheless, there are still few studies focusing on what future teachers think they need in order to be effective. In order to get a deeper understanding of future teachers’ viewpoints about what they need to learn, a narrative study concerning primary future teachers’ expectations on a course on Mathematics Teaching was developed. Issues about a lack of connections between theoretical notions provided by university courses and teaching practice were raised, as well as problems about affective dimension in mathematics learning and about mathematics itsel
Approcci narrativi alle discipline scientifiche: alcune prospettive della ricerca in Educazione Matematica
No full text
Il Lesson Study per la formazione della professionalità docente: un modello formativo dall’oriente per ripensare i propri impensati
No full text
Synergy of two division algorithms in 4 th grade: opportunities and challenges
No full textThis paper aims at showing the potential of the synergistic use of algorithms as artifacts for the development of mathematical meanings with pupils of primary school. Specifically, we consider two division algorithms introduced in 4th grade and we show how a specific task design, that involves a comparison between the two different algorithms performing the same division, can generate a mathematical discussion. In such a discussion we can identify several situated signs potentially useful for the development of mathematical meanings related to the algorithms’ functioning
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