La capacità di riconoscere "analogie": il caso di area e volume

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

[img] Text

Download (715kB)


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

Actions (login required)

View Item View Item