Sbaragli, Silvia (2006) La capacità di riconoscere "analogie": il caso di area e volume. La matematica e la sua didattica, 2. pp. 247-285. ISSN 1120-9968
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Abstract
In this research we show that among primary and secondary school teachers there are rooted misconceptions regarding assumed relationships between areas and volumes of solid figures. It derives that the obstacle to the construction of a satisfactory mathematical knowledge of these relationships has not an epistemological nature, as it has been pointed out by research literature, but mainly a didactic one. Moreover we show that analogy represents a little known strategy that is not exploited by teachers from a didactic viewpoint, although it is one of the basic objectives of mathematical teaching. Resumen. Con
| Item Type: | Scientific journal article, Newspaper article or Magazine article |
|---|---|
| Subjects: | Mathematical sciences > Mathematics Education Education > Training teachers Education > Training teachers > Training teachers - adult education |
| Depositing User: | Silvia Sbaragli |
| Date Deposited: | 13 Jan 2014 09:19 |
| Last Modified: | 20 May 2016 09:28 |
| URI: | http://repository.supsi.ch/id/eprint/3417 |
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