We analyze two episodes of a teaching experiment involving children of primary school. The children, handling a procedural language they previously constructed, single out equivalence rules. So they construct the concept of equivalence intuiting a semantic equivalence in the language. We adopt a qualitative approach mainly based on observational and ethnographic methods. We present a data analysis regarding how the children, in interaction, co-construct the solutions to the tasks, according to the activity theory and the epistemological triangle.

The concept of equivalence in a socially constructed language in a primary school class

Pacelli T.
2011

Abstract

We analyze two episodes of a teaching experiment involving children of primary school. The children, handling a procedural language they previously constructed, single out equivalence rules. So they construct the concept of equivalence intuiting a semantic equivalence in the language. We adopt a qualitative approach mainly based on observational and ethnographic methods. We present a data analysis regarding how the children, in interaction, co-construct the solutions to the tasks, according to the activity theory and the epistemological triangle.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11588/742023
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