“Nothing is more practical than a good theory” (Skemp). In this paper we refer to a model of cognitive dynamics originally derived from wide empirical evidence and now also supported by some neurophenomenological research. We will show how this particular framework constitutes a powerful theoretical tool to plan didactical situations and to interpret students’ cognitive behaviors. To show this in detail, we will present and analyze two excerpts of a long term class activity concerning the construction of an algebraic point of view on multiplication in children aged 6-7.
Exploiting children’s natural resources to build the multiplicative structure / Mellone, Maria; M., Pezzia. - STAMPA. - (2008), pp. 209-218.
Exploiting children’s natural resources to build the multiplicative structure
MELLONE, MARIA;
2008
Abstract
“Nothing is more practical than a good theory” (Skemp). In this paper we refer to a model of cognitive dynamics originally derived from wide empirical evidence and now also supported by some neurophenomenological research. We will show how this particular framework constitutes a powerful theoretical tool to plan didactical situations and to interpret students’ cognitive behaviors. To show this in detail, we will present and analyze two excerpts of a long term class activity concerning the construction of an algebraic point of view on multiplication in children aged 6-7.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
