| Autor: |
Cristina Coppola, Antonio Iannaccone, Monica Mollo, Tiziana Pacelli |
| Přispěvatelé: |
Coppola, Cristina, Iannaccone, Antonio, Mollo, Monica, Pacelli, Tiziana |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
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| Popis: |
This paper presents a research design carried out with fourth-grade class children. The study explores both an educational question and some theoretical considerations about the emergence of logical-mathematical modalities of thinking during activities involving collective linguistic handling. The activities are framed in an educational device whose core is the construction and handling by children of a procedural-algebraic language with a constant attention to the rela- tionship between syntax and semantics of that language. The activities focus on appropriation of the equivalence notion, considered by many scholars an important prerequisite for understanding high-level mathematics. The main results show how children, to find solutions to the problematic situation, in interaction and within a safe dialogic space for thinking, handle the linguistic ob- jects. It has been observed that the latter act as psychological tools allowing, in a continuous back and forth between syntax and semantics, children to arrive at an appropriation of the equivalence. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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