We describe a didactic cycle involving the Napier bones algorithm, included in a wider research whose aim is to investigate whether and how the use of different kinds of artifacts can affect students’ explanations, supporting the understanding of some aspects of the multiplication. We present and discuss some data regarding group and individual tasks that allowed us to investigate how students’ explanations were and what semiotic representations they chose when using Napier bones.

Quality of students’ explanations in describing multiplication algorithms: the case of Napier bones.

Tiziana Pacelli;Gemma Carotenuto;
2022

Abstract

We describe a didactic cycle involving the Napier bones algorithm, included in a wider research whose aim is to investigate whether and how the use of different kinds of artifacts can affect students’ explanations, supporting the understanding of some aspects of the multiplication. We present and discuss some data regarding group and individual tasks that allowed us to investigate how students’ explanations were and what semiotic representations they chose when using Napier bones.
9791221025378
File in questo prodotto:
File Dimensione Formato  
CERME12 (2022)_TWG09_10_Pacelli.pdf

accesso aperto

Descrizione: Cerme 12 (2022)
Tipologia: Versione Editoriale (PDF)
Licenza: Dominio pubblico
Dimensione 546.2 kB
Formato Adobe PDF
546.2 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/905986
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact