“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.
Esplorando le risorse naturali dei bambini nella costruzione della struttura moltiplicativa / Mellone, Maria; Pezzia, M.. - In: L'EDUCAZIONE MATEMATICA. - ISSN 1120-4850. - STAMPA. - 1:1(2009), pp. 19-30.
Esplorando le risorse naturali dei bambini nella costruzione della struttura moltiplicativa
MELLONE, MARIA;
2009
Abstract
“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.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
