Cambi di convinzione sulla pratica didattica concernente le frazioni

Campolucci, Lorella and Maori, Danila and Fandiño Pinilla, Martha Isabel and Sbaragli, Silvia (2006) Cambi di convinzione sulla pratica didattica concernente le frazioni. La matematica e la sua didattica, 3. pp. 353-400. ISSN 1120-9968

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In this article we report a learning and research-action experience carried on by a group of 36 teachers (from nursery school, primary school, secondary school, two of them with a leading role, under the supervision and with the collaboration of 2 university teachers). Fractions, a subject considered by everybody a conceptual construction difficult to achieve by students, but not of difficult mathematical relevance, have been treated first in updating courses and later on in study group courses following the textbook of Fandiño Pinilla (2005). The study of fractions conducted by aware and adult learners under an epistemological, mathematical and didactic point of view, has brought the members of the group to express their mathematical, epistemological and didactic preliminary beliefs, to become aware of also important changes regarding these beliefs; this has obliged teachers, always in the ambit of research-action experiences, to revise their attitude concerning the didactic transposition of fractions. The chosen methodology for this account is the learning story, with direct participation of the members of the group in accordance with to the personal reflection methodology (autobiography).

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