1,721,023 research outputs found
Didattica inclusiva in presenza di studenti con DSA: un esempio per la scuola secondaria relativo all’insegnamento – apprendimento dell’algebra
No full textLa normativa italiana relativa agli studenti con disturbi specifici
dell'apprendimento non sembra fornire agli insegnanti indicazioni
su come fronteggiare diverse esigenze cognitive degli studenti.
Questo è un tema importante della ricerca in didattica della
matematica e della psicologia cognitiva, anche se queste discipline
non sembrano proporre prospettive combinate.
Il focus di questo articolo è analizzare alcune attività didattiche,
realizzate con il software di algebra dinamica AlNuSet, che
sembrano aver consentito la realizzazione di una didattica
inclusivaThe Italian regulation concerning students with specific learning
disorders does not seem to provide teachers with guidance on how
to cope with the different cognitive demands of their students, even
if it demands to adopt adequate teaching measures. This is an
important topic of research in mathematics education and in
cognitive psychology, although these disciplines have not yet been
able to propose combined perspectives. The focus of this article is
on providing insight into this issue by proposing some theoretical
bases, taken both from mathematical education and cognitive
psychology, in order to analyse activities realized by means of an
educational tool, AlNuSet, which seems to be effective in order to
develop inclusive education in algebraic domain
Natural language as a tool for analyzing the proving process: the case of plane geometry proof
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How spatial structuring abilities support the development of long term effective mental calculation strategies
No full textThis paper concerns an on-going research, developed from 2013, aimed to support the
development of effective mental calculation strategies along the time. This research is
developed with a group of thirty teachers, both of kindergarten and primary school, and
a researcher (the author). For this, it’s a research starting with the development of
numerical abilities (such as decomposing the number into parts) through spatial
structuring abilities (such as spatial visualization of objects) already in kindergarten, in
order to support effective strategies in mental calculation, in primary school. We present
the analysis of results of a pilot study, carried out with children attending grade 1, and a
survey, carried out with children attending the grade 3. The educational activities, which
reveal a multimodal approach to numbers and arithmetical, have been presented in
others research reports and they'll not discussed in this paper ( Robotti, 2018). Findings
of the pilot study and the survey show that the effectiveness of the calculation strategies
(in terms of response time, adequacy and of correctness) seems depending on the kind
of activities developed in kindergarten and primary school. Our findings indicate that
the calculation strategies can be considered stable over the time and, therefore, the
acquisition of adequate skills for mental calculation in kindergarten and first class of
primary school (for instance decomposing numbers into parts and memorizing
arithmetical facts) can be considered a sort of "heritage" for students because it can be
exploited to effective calculation even after the grade 1
How the representations take on a key role in an inclusive educational sequence concerning fraction
No full textThe design analysis of an inclusive educational sequence concerning the teaching and learning of
fractions (Robotti, et al., 2015) is the focus of this work. Referring to the principles of Universal
Design for Learning, developed by the Centre for Applied Special Technology to reduce barriers in
learning, we analyse the design of the educational sequence focussing on fractions and devoted to
classes where students with certifications of mathematical learning disabilities (MLD) were present.
From the point of view of mathematics education, we refer to the theory of semiotic mediation
(Bartolini-Bussi, Mariotti, 1998) in order to clarify the cognitive role of artefacts taken into account
in class activities. In particular, the use of artefacts to solve tasks produces representations that
contribute to develop of mathematical meanings aimed in the teaching activity
Designing innovative learning activities to face up to difficulties in algebra of dyscalculia students: how exploit the functionality of AlNuSet
No full textIn this chapter I discuss students’ difficulties in algebra, considering in
particular those students affected by developmental dyscalculia (DD)
(Butterworth, 2005; Dehaene, 1997). Focusing on algebraic notions such as
unknown, variable, algebraic expression, equation and solution of an equation, I
will describe possible processes of meaning making in students with low
achievement in mathematics, or even diagnosed with DD including adult
learners. This involves considering algebra not only in its syntactic aspects
but also in its semantic ones. The assumptions on which the work is based, is
that some of the students' difficulties in learning algebra could be due to the lack
of meaning attributed to the algebraic notions. Basing the analyses on studies
both in the domain of cognitive psychology and in the domain of
mathematics education, I will show how students with DD can make sense of
the algebraic notions considered above, thanks to tasks designed within
AlNuSet exploiting its possible semiotic multi-representations based on
visual, non-verbal and kinaesthetic-tactile systems. AlNuSet (Algebra of
Numerical Sets) is a digital artefact for dynamic algebra, designed for students of
lower and upper secondary school
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE
No full textIn this paper we focus on students ’ view of difficulty in solving mathematical exercises in order to study how the “learning to learn ” competence may occur in the specific case of learning mathematics. Preliminary results give insights into “learning to learn” competence in mathematics and suggest directions for intervention in case of difficulty. Moreover, results show the importance of co-responsibility between teacher and student in learning and the crucial role of the teacher in helping students to overcome learning difficulties
Gestire gli Studenti con DSA in Classe Alcuni Elementi di un Quadro Comune
No full textLa necessità di far fronte a diverse esigenze cognitive ed in particolare quelle degli studenti DSA in classe, è oggetto di dibattito nella ricerca in didattica della matematica e nella ricerca nell’ambito della psicologia cognitiva sulle difficoltà di apprendimento. La questione è di grande attualità, soprattutto per gli insegnanti, a cui spesso, però, i diversi ambiti scientifici non propongono risposte congiunte, necessarie per rendere gli interventi efficaci per lo studente con DSA ed appropriati per la classe intera. L’intento di questa comunicazione è quindi di introdurre alcuni elementi di base di un quadro adatto per delineare strategie didattiche efficaci, in accordo con la ricerca attuale sulle difficoltà di apprendimento in matematica e con la ricerca in didattica della matematica. A partire da tali elementi, le due autrici presenteranno delle riflessioni su possibili strumenti didattici per la scuola primaria e per la scuola secondaria. Queste riflessioni saranno, poi, in altri due contributi, approfondite ed arricchite con descrizioni di proposte didattiche in cui usare alcuni degli strumenti introdotti.Today an important topic of discussion within mathematics education and cognitive and developmental psychology is the need to manage different cognitive needs of students, in particular those of students with specific learning disorders. The issue is especially meaningful for teachers to whom frequently different scientific fields provide non-coherent answers as to what best practice for the classroom might be. Our intention with this communication is to introduce some basic elements of a framework for analyzing and designing effective didactical material, in agreement with recent research on learning difficulties in mathematics and with advances in mathematics education. Starting from these elements we outline possible didactical tools for primary and secondary school. These outlines will be further elaborated in two other separate contributions
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