| Autor: |
Giorgio Bolondi, Laura Branchetti, Clelia Cascella, Chiara Giberti |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Frontiers in Education, Vol 8 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2504-284X |
| DOI: |
10.3389/feduc.2023.1250661 |
| Popis: |
The purpose of this paper is to explore whether and how the verbal formulation of a task influences the activation of argumentative processes in a geometrical word problem involving figural concepts. The study adopts a multilevel explanatory mixed methods research design. Both the quantitative and qualitative experiments were based on a paradigmatic situation of figural concept proposed by Fischbein. Our main quantitative result is that different formulations of a task impact on students’ performance and on the selection of an argumentative or operational option. Moreover, we qualitatively investigated the students’ approaches, and this allowed to observe a variety of approaches ranging from a completely operational one to an argumentative one. The analysis highlighted interesting facts about the integration of sentential information and diagrams and the students’ strategies. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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