We 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.
NARRATIVE CONTEXT AND PARADIGMATIC TOOLS: A TALE FOR COUNTING / Paolo, Guidoni; Mellone, Maria; Minichini, Ciro. - (2013), pp. 2098-2107. (Intervento presentato al convegno the Eight Congress of the European Society for Research in Mathematics Education (CERME8) tenutosi a Manavgat-Side, Antalya, Turchia nel 6-10 Febbraio 2013).
NARRATIVE CONTEXT AND PARADIGMATIC TOOLS: A TALE FOR COUNTING
MELLONE, MARIA;MINICHINI, CIRO
2013
Abstract
We 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.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
