1,721,054 research outputs found
Design principles for mathematics education in prison : an exploratory study = Design principles per una didattica della matematica in carcere : una ricerca esplorativa
No full textDesign of inclusive educational contexts can be applied in unusual contexts such as prison, a multicomplexity contextaddressed by teachers whenever they have to design teaching materials and conduct classroom activities. Teaching inprison needs specific reflections on the context and the socioeconomic and cultural backgrounds of students, to imaginemore effective practices in accessibility, participation, and success. This is especially necessary for subjects like mathematics, a potential gatekeeper for future studies or job positions, but also a necessary competence in contemporarysocial and working life.This contribution presents the results of an exploratory study on mathematics education in prison, aimed at reflectingwith teachers on their practices and at introducing mutually agreed, verified, and rediscussed improvements, later translated into design principles for future educational design research. Four design principles are identified and presented
Quattro gatti... e due gufi! La valutazione delle abilità matematiche per mezzo di un gioco da tavolo
No full textPromuovere l’autovalutazione coi giochi da tavolo: il modello del progetto Numeri e Pedine
No full textExploiting the potential of primary historical sources in primary school: a focus on teacher’s actions
No full textIntegrating history of mathematics in classes could be a hard task with young pupils. Indeed, original historical sources have a language that is far from the modern one. Such texts represent cultural artefacts that can give access to mathematical knowledge. The teacher can exploit such potential acting as a mediator between the mathematical signs of the source and those signs that are accessible to students. Through a case study, we investigate the role of the teacher in the process of semiotic mediation during a collective discussion. The analysed intervention is made of two phases: firstly, students work collaboratively and secondly, the teacher mediates a discussion aimed at institutionalizing the knowledge. During the discussion, working on a text from Tartaglia’s translation of Euclid’s Elements, a group of fifth graders constructs a definition of prime numbers. Referring to the Theory of Semiotic Mediation, we analyse the role of the teacher in building up semiotic chains linking students’ productions to an institutionalized knowledge emerging from the collective discussion. We highlight how teacher’s focalization on students’ words allows the progress of the discussion: the potential of the historical text is exploited fostering a definition that is close to culturally shared mathematics
Imparare con il Tubò Pitagorico. Esercizi e strategie per l'uso delle tabelline nel calcolo delle moltiplicazioni e divisioni
No full textImparare e automatizzare le tabelline è un percorso che può risultare lungo e poco entusiasmante per i bambini, con ripetizioni ed esercizi meccanici e basati sulla memorizzazione. Il volume propone un approccio profondamente diverso, molto più motivante e soprattutto più significativo. Il Tubò è un gioco didattico costituito da un tubo che ha agli estremi due manopole ruotabili. La parte centrale è dotata di alcune «finestre» nelle quali, ruotando le manopole, è possibile far comparire i numeri naturali dall’1 al 10 con le relative moltiplicazioni, divisioni e tabelline. Il potenziale didattico del Tubò dipende dal tipo di attività proposte al bambino; è necessario che venga utilizzato non soltanto per produrre un risultato ma soprattutto attraverso compiti che favoriscano la consapevolezza delle proprietà matematiche coinvolte e che portino alla costruzione di significati. Il libro presenta una serie di schede didattiche con consegne che aiutano il bambino a riflettere sui meccanismi di funzionamento dell’artefatto, a comprenderne la logica sottostante e ad appropriarsene, abituandolo nel contempo a descrivere e argomentare le proprie strategie analizzandone i prodotti.Learning to automatize the times table is a pathway that can be long and unappealing to many children, based on repetition and mechanical exercises based on memory. This book proposes a deeply different approach, much more stimulating and full of meaning. The "Tubò" is an educational toy made of a tube with two knobs that can be turned. The central part of the tube has "windows" in which, turning the knobs, different numbers related to the "times table" can be made to appear. The didactical potential of the "Tubò" depends on the types of activities proposed to the child. It is necessary to use the tool not only to obtain an answer, but mostly to become aware of the mathematical properties leading to the construction of meaning. The book is made up of a series of worksheets for the student with tasks that help him/her become aware of the mechanisms of the artifact, understand the underlying logic and appropriate it, getting also used to describing his/her strategies and arguing why they lead to the correct answers
Manipolazione algebrica e disabilità visive: tre studi di caso a confronto
Full text linkL’insegnamento della matematica in presenza di disabilità visive può presentare alcune difficoltà, anche nell’ambito della manipolazione algebrica. Le tecnologie assistive si sono sviluppate per facilitare la lettura dei contenuti matematici, ma ci sono scarse informazioni su come queste influiscano sulla costruzione di significati e sulle abilità di manipolazione simbolica. Questo studio cerca di colmare tale lacuna attraverso le interviste a tre soggetti con disabilità visive, impegnati nella risoluzione di problemi algebrici. L’analisi delle loro strategie risolutive, nel quadro teorico del senso della struttura, evidenzia come l’accesso alla matematica tramite mezzi diversi possa influenzare la comprensione intuitiva della materia.Mathematics education in the presence of visual impairments can pose unique challenges, particularly in the area of algebraic manipulation. Assistive technologies have been developed to facilitate the reading of mathematical content, but there is a dearth of insights into how these affect meaning-making and symbolic manipulation skills. This study seeks to bridge this gap through interviews with three individuals with visual impairments engaged in algebraic problem-solving. Framed within the theoretical construct of Structure Sense, the analysis of their solving strategies shows how access to mathematics through different means may influence the intuitive understanding of the subject.La enseñanza de las matemáticas en presencia de discapacidades visuales puede presentar algunas dificultades, sobre todo en el ámbito de la manipulación algebraica. Las tecnologías asistivas se han desarrollado para facilitar la lectura de los contenidos matemáticos, pero hay escasa información sobre cómo afectan la construcción de significados y las capacidades de manipulación simbólica. Este estudio intenta llenar esta lacuna a través de entrevistas a tres personas con discapacidades visuales, que participan en la resolución de problemas algebraicos. El análisis de sus estrategias de resolución, en el marco teórico del sentido de la estructura, destaca cómo el acceso a las matemáticas a través de medios diferentes puede influir en la comprensión intuitiva de la materia
Leggere e interpretare la Matematica: analisi comognitiva di un testo interdisciplinare.
No full textThis paper describes the analysis of an interdisciplinary text, about mathematics and literature, according to commognition theory by Anna Sfard. This investigation is framed in a wider project: “Liceo Matematico”. One of the aims of the project is the overcoming of the barriers between scholastic subjects and the creation of a collaboration between academic scholars and the school. Here, we analyse a text by Paolo Maroscia, titled “La similitudine nella poesia e nella matematica” that was published in the book Parole, formule, emozioni: tra matematica e letteratura
Multiple artifacts in the mathematics class: a tentative definition of semiotic interference.
No full textThis work aims at laying the base of a model for studying how the mathematical learning process triggered by the use of an artifact in the classroom can be affected by the use, even in different moments and for different purposes, of another artifact by the same students. Taking a Peircean framework, we define semiotic interference as an enchaining of signs emerging from the contexts of use of different artifacts, referring one to the other. We test our tentative definition on two examples; one is taken from the literature while the other one taken by original data. Finally, we discuss the potential operativeness of this definition in the data analysis and its generative potential in terms of new research problems and questions
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