286 research outputs found
TRASPOSIZIONE CULTURALE: DALL’EARLY ALGEBRA ALLA MODELLIZZAZIONE DI FENOMENI
No full textIn questo contributo discuteremo di come percorsi integrati di matematica e fisica nella scuola
elementare, se riguardati nella prospettiva dell’attenzione alla struttura suggerita dai curriculum dei
paesi orientali, possano svelare il loro potenziale anche come percorsi di avvio al pensiero algebrico.
In particolare, presenteremo un percorso per la scuola primaria di modellizzazione di un sistema mollagrave
in cui è stato fatto un lavoro di métissage tra strumenti e prospettive di didattica della matematica
differenti
L’Apprendimento Permanente delle Scienze Naturali, Matematiche e Fisiche. II anno. Valutazione delle attività
No full textNARRATIVE CONTEXT AND PARADIGMATIC TOOLS: A TALE FOR COUNTING
No full textWe present a design study about the use of narration to frame a work on counting in a first grade class. We propose to use the ideas of ???narrative??? and ???paradigmatic??? ways of thinking (Bruner, 1986) in order to design, manage and analyse the development of children???s experience. In this specific experience the role of logical tools is played by the criteria used to carry on the count process, conceived as coordination of two different semiotic activities
Science teachers, policies and education research. Analysis of surveys conducted in six countries
No full text
Ricerca, pratica e politiche educative in ambito scientifico: alcuni risultati dal progetto TRACES
No full textCOMMUNITIES OF PRACTICE AND CONTINUOUS TEACHER PROFESSIONAL DEVELOPMENT. FINDINGS FROM EIGHT CASE STUDIES
No full textTowards a “resonance” comprehension of the polynomial representation of numbers
No full textIn this paper we present some of the main aspects of the cognitive model of “resonance”, as a tool to describe, plan and manage teaching and learning processes in mathematics. According to the Vygotskian tradition, in this model mathematics education is seen as the gradual development and refinement, by means of cultural mediation and social interaction, of natural strategies that are known to be at the root of mathematics. In this paper, we aim to show how resonance dynamics can be triggered through the intentional use of suitable artefacts. In particular, we describe the first steps of a possible early approach to the polynomial representations of numbers in a first grade class
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