Interazioni conversazionali, manipolazioni linguistiche e emergenza di abilità logiche in attività matematiche

In this paper, according to the Vygotskian perspective and focusing on some aspects of mathematical logic, a reflection is presented based on some studies exploring the relation-ships between language and development of log-ical skills. We describe the design/implementa-tion of an educational device, consisting of linguistic-manipulative activities carried out in 4th grade school classes. The activities are based on the construction and manipulation of a sym-bolic language, socially shared, created to make a “child-robot” move in a room. The qualitative analysis of the social exchanges and of the con-tent of the explicitation interviews allowed to highlight how, through the comparison among different points of view, children carry out a dy-namic process of construction and negotiation of mathematical meanings. In particular, some main topics emerging from the interviews are presented, showing the ways in which children process activities, linked to inter-individual and intra-individual aspects.