1,720,989 research outputs found
La sfida di insegnare matematica con un approccio multidisciplinare nella scuola primaria: su convinzioni e conoscenze di una insegnante di matematica
No full textAll'interno di un progetto, che ha coinvolto insegnanti di scuola
primaria e ricercatori in didattica della matematica, sono stati
progettati, analizzati e discussi percorsi didattici di carattere
multidisciplinare. In questo contributo viene presentata un’attività in
cui l’insegnante ha introdotto il concetto di densità di popolazione
utilizzando artefatti concreti e manipolabili. Questo caso di studio
rappresenta un esempio di pratiche e riflessioni legate ad alcuni
aspetti relativi alle conoscenze e alle convinzioni di un insegnante
sull’insegnamento e l’apprendimento della matematica e in
particolare sulle attività di modellizzazione, sull’utilizzo di artefatti
concreti e sull'approccio multidisciplinare nella scuola primaria
Challenges in modelling in early years of school: the case of Adele.
No full textThe present paper aims at discussing the challenges for teachers in teaching mathematical modelling in primary school. We first argue about a working definition of mathematical modeling in teaching-learing activites carried out in the early years of school. Subsequently, a model for the specialised knowledge of mathematics teacher is recalled and specified to the case of modelling in primary school, and a single case of a teacher, fictitiously named Adele, is analysed as an example. This case study allows us to link and highlight some aspects related to a teacher's knowledge and beliefs about teaching and learning mathematics and in particular about modelling activities in primary school
La probabilità nelle prove INVALSI: un’analisi in verticale
No full textProbability in INVALSI tests : vertical analysis · This paper shows some activities carried out by the Authors in a probability workshop for the IV Summer School organized by the Italian Mathematical Union (UMI). During these activities both quantitative and qualitative analyses of the INVALSI items were shared and discussed among first cycle mathematics teachers. The presented materials can be used to improve teacher knowledge for teaching
Le valutazioni standardizzate e la formazione degli insegnanti: un modello per la formazione dei futuri insegnanti
No full textIn questo lavoro mostriamo come le prove standar-
dizzate INVALSI possano dare un contributo alla
formazione insegnanti di matematica. Nel quadro
della trasposizione Meta-didattica, il database Ge-
stinv assume il ruolo di boundary object per favori-
re l’incontro tra le pratiche dei ricercatori –
dell’INVALSI e delle università – e dell’istituzione
scolastica. L’esito di tale incontro può sviluppare
conoscenze matematiche e conoscenze pedagogi-
che dei contenuti
ATTAINED CURRICULUM AND EXTERNAL ASSESSMENT IN ITALY: HOW TO REFLECT ON THEM?
No full textIn this paper we argue how the Italian standardized assessment tests can be used by teachers to perceive the intended curriculum. These tests aim at evaluating students’ learning, but they can also become a means for teachers and students to deal with tasks that are constructed according to the goals explicitly stated in the National Guidelines. Through the analysis of an example, we highlight how merged qualitative and quantitative analysis of tasks, selected from Italian standardized assessment tests, may lead to reflections on the learning achieved by students (attained curriculum), and on the validity of educational choices in the implemented curriculum
Le valutazioni standardizzate e la formazione insegnanti: un modello per la formazione dei futuri insegnanti
Full text linkStudents' utilization schemes of pantographs for geometrical transformations: a first classification
No full textThe activities with the Mathematical Machines are very rich from educational and cognitive points of view. In particular, the use of pantographs has revealed educational potentialities for the acquisition of some important mathematical concepts and for the emergence of argumentation and proving processes, at any school level. In this paper, we propose a cognitive analysis of the processes involved in the manipulation of the mathematical machines, providing a first classification of utilization schemes of pantographs for geometrical transformations. This classification can be efficiently used to observe, describe and analyse cognitive processes involved in the exploration of mathematical properties incorporated in the machines
Un’esperienza educativa di trasposizione culturale nella scuola primaria
No full textSommario La nostra ricerca vuole mostrare come lo studio di approcci sviluppati in diversi contesti culturali può essere importante per riflettere sulle nostre pratiche didattiche e per progettare nuove sperimentazioni nelle classi. In particolare abbiamo studiato le rappresentazioni grafiche usate per descrivere e risolvere problemi additivi nella scuola primaria in Russia e Cina. In questo articolo mostriamo l’idea di trasposizione culturale che sarà esemplificata attraverso una sintetica descrizione di due percorsi didattici realizzati in Italia in una classe II e in una classe V della scuola primaria
Students' difficulties dealing with number line: a qualitative analysis of a question from national standardized assessment
No full textIn this paper we analyse some peculiar students’ mistakes in a task selected from the Italian National Mathematics Standardized Tests. In particular we show different types of errors identified in the solutions of grade 6 students who faced an item that involved the management of the number line. We use both the statistical results of the national sample and the qualitative analysis of answers in a smaller sample of 181 students. Our study draws on previous research on difficulties that students face placing rational numbers on the number line. We use an intertwinement of different theoretical lenses to explain the possible causes of failure. We show how some students’ answers can be interpreted as results of different misconceptions. The identified mistakes are related both to the management of the rational numbers representations (i.e. decimal representation and fraction) and to the manipulation of the graduate scale of the number line.Dans cet article, nous analysons certains particulières erreurs des élèves dans une tâche sélectionnée à partir des tests standardisés national italien en mathématique. En particulier, nous montrons différents types d'erreurs relevées dans les solutions des élèves de 6e année qui ont repondu à une question qui a impliqué la gestion de la ligne graduée. Nous utilisons à la fois les résultats statistiques de l'échantillon national et l'analyse qualitative des réponses dans un plus petit échantillon de 181 étudiants. Notre étude se fonde sur des recherches antérieures sur les difficultés que les étudiants ont à placer des nombres rationnels sur la ligne graduée. Nous utilisons un combinaison des différentes lentilles théoriques pour expliquer les causes possibles de l'échec. Nous montrons comment les réponses de certains élèves peuvent être interprétés comme des résultats de différentes misconception. Les erreurs identifiées sont liés à la gestion des représentations des numéros rationnels (i.e. représentation décimale et fraction) et à la manipulation de la ligne gradué
- …
