1,721,045 research outputs found
La gestione di un’attività del tipo PISA per bambini di 8 anni: il ruolo del mediatore semiotico
No full textAccording to the main cultural aim of the PISA project, mathematics should be used as a tool to model reality and to make inferences. In this work we present an activity based on this cultural idea of mathematics and finalized to the acquirement of the general concept of proportionality in primary schools. We will observe the teacher’s role in managing the activity through the theoretical lens of the Bruner’s dichotomy between narrative and paradigmatic thought. In particular, we will analyze her use of several semiotic mediators in order to integrate the two kinds of thought
The influence of theoretical tools on teachers’ orientationto notice and classroom practice: a case study
No full textAssumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the
teacher to make such assumptions explicit and to support the teacher’s reflection on his/her previous as well as future educational practice. In particular, I show how an epistemological
vision of mathematics in resonance with a model of cognitive dynamics can work
as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, I present some experimental data concerning a case study of one teacher. Through a methodological frame suitably arranged I try to describe how the
teacher’s ability to rely on this particular theoretical frame affects: the choice of the global goals in mathematics education; the design of educational interventions; the interpretation of learners’ cognitive behaviours; and the assessment
Un problema per bambini di 8 anni: le scelte dell’insegnante
No full textSecondo il principale scopo culturale del Progetto PISA, la matematica dovrebbe essere usata come strumento per modellare la realtà e per fare inferenze. In questo lavoro presentiamo un'attività basata su questa idea culturale di matematica e finalizzata all'acquisizione del concetto generale di proporzionalità nella scuola primaria.
In particolare, analizzeremo il ruolo dell’insegnante e le sue scelte nella conduzione dell’attività usando come sfondo teorico la dicotomia teorizzata da Bruner fra pensiero narrativo e paradigmatico
Esplorando le risorse naturali dei bambini nella costruzione della struttura moltiplicativa
No full text“Nothing is more practical than a good theory” (Skemp). In this paper we refer to a model of cognitive dynamics originally derived from a wide empirical evidence and now also supported by some neurophenomenological research. We will show how this particular framework constitutes a powerful theoretical tool to plan didactical situations and to interpret cognitive pupils’ behaviours. To show this in detail, we will present and analyze two excerpts of a long term class activity concerning the construction of an algebraic point of view on multiplication in 6/7 aged children
A design study for an Italian fifth grade class following Davydov traces
No full textWe present a design study developed in an Italian school. Taking inspiration from the work of the Russian psychologist V. V. Davydov, we have reformulated some activities of his curriculum for the first grade, in order to adapt them to a didactic project for a fifth grade class. In the paper we firstly expose our theoretical assumptions and the hypotheses that stand at the roots of the project. Then, after a brief description of the entire educational path, we present some excerpts of it in order to analyse the processes by which the pupils give sense to algebraic language. Finally we argue that Davydov’s ideas anticipate the claims of Early Algebra, nowadays very popular within the research community
Exploiting children’s natural resources to build the multiplicative structure
No full text“Nothing is more practical than a good theory” (Skemp). In this paper we refer to a model of cognitive dynamics originally derived from wide empirical evidence and now also supported by some neurophenomenological research. We will show how this
particular framework constitutes a powerful theoretical tool to plan didactical situations and to interpret students’ cognitive behaviors. To show this in detail, we will present and analyze two excerpts of a long term class activity concerning the construction of an
algebraic point of view on multiplication in children aged 6-7
Un progetto di ricerca-azione sulle strutture aritmetiche nella scuola di base
No full textNell'intervento si rende conto di un progetto sperimentale coordinato dalle autrici presso la scuola elementare Madonna Assunta, 73° circolo di Napoli, che ha come oggetto i processi di insegnamento/apprendimento delle strutture elementari dell'aritmetica. Nell’azione di ricerca, iniziata nel 2003/2004, le ricercatrici hanno seguito una classe elementare dalla prima alla quinta, cercando in collaborazione con l’insegnante di creare “dinamiche di comprensione risonante” ed osservarne il funzionamento. Il termine “risonanza” si riferisce qui all'interazione tra i modi di capire individuali e gli strumenti culturali veicolati dalla mediazione didattica. Il presente lavoro ha l’obiettivo di chiarire quali sono i punti di forza della situazione sperimentale (giunta al momento della presentazione al quarto anno dei cinque previsti), e quali punti del percorso didattico sono emersi come “critici” per aver fatto emergere la necessità di un'opera di “mediazione culturale” svolta dagli adulti particolarmente attenta e sensibile alle difficoltà incontrate dai bambini. Nell'intervento si espongono i riferimenti teorici (didattica della matematica, neuroscienze, psicologia), le scelte metodologiche, gli strumenti di analisi adottati, sono descritte alcune attività particolarmente significative per il percorso sperimentale, si traggono parziali conclusioni e vengono delineate future direzioni di ricerca
“Looking for tricks”: a natural strategy, early forerunner of algebraic thinking.
No full textStarting from the assumption that very young children exhibit some naïve forms of algebraic skills, in this work we present and discuss an episode occurred within a grade 2 classroom experimental work. This work is centred on an exploratory activity (namely, looking for regularities) in the domain of natural numbers. We observe that this kind of activity, if suitably managed, can activate the search for tricks to help mental calculation, inducing in children a first shift from an arithmetic behaviour, based on search for results, to an algebraic attitude, based on the search for relationships. Moreover, we notice how a guided use of suitable representations can transform children’s natural bent to look for regularities into ‘awareness of, or attention to, structure’, in the sense of (Mason et al., 2009)
A PISA-like problem for 8-year-old children: the teacher’s choices
No full textAccording with the main cultural aim of the PISA project, mathematics should be used as a tool to model reality and to make inferences. In this work we present an activity based on this cultural idea of mathematics and finalized to the acquirement of the general concept of proportionality in primary schools. In particular, we will analyze the teacher’s role in managing the activity through the theoretical lens of the Bruner’s dichotomy between narrative and paradigmatic thought
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