In a linguistic perspective for mathematics learning, we illustrate how the Theory of Relevance, formulated by Sperber and Wilson in the ambit of cognitive linguistics and supported by new insights from neuroscience, can be useful both to interpret students’ cognitive behaviours and to devise an effective didactical mediation. During the PDTR project we carried out an experimentation in an algebraic context in order to explore the impact of the planned didactical mediation on the spontaneous processes.
Driving spontaneous processes in mathematical tasks / Ascione, Rossella; Mellone, Maria. - ELETTRONICO. - (2007), pp. 1109-1118. (Intervento presentato al convegno the Fifth Conference of the European Society for Research in Mathematics Education tenutosi a Lancara, Cipro nel Febbraio 2007).
Driving spontaneous processes in mathematical tasks
ASCIONE, ROSSELLA;MELLONE, MARIA
2007
Abstract
In a linguistic perspective for mathematics learning, we illustrate how the Theory of Relevance, formulated by Sperber and Wilson in the ambit of cognitive linguistics and supported by new insights from neuroscience, can be useful both to interpret students’ cognitive behaviours and to devise an effective didactical mediation. During the PDTR project we carried out an experimentation in an algebraic context in order to explore the impact of the planned didactical mediation on the spontaneous processes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.