Sbaragli, Silvia (2003) Le convinzioni degli insegnanti elementari sull'infinito matematico. Prima parte. Insegnamento della matematica e delle scienze integrate, 26A (2). pp. 155-186. ISSN 1123-7570
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Abstract
This study is included in the complex problems about the teaching and the learning of the concept of mathematical infinity pointing out the convictions, the intuitive acceptances, the mental processes of primary school teachers. In particular the teachers’ misconceptions can be considered like the starting of didactical obstacles that, with epistemological ones frequently pointed out in the international literature, create difficulties in the learning of this concept by secondary high school students. Moreover, such difficult didactical obstacles are hard to eliminate, unless one intervenes on primary school teachers’ preparation in this specific field. This aspect represents a crucial point in the present work, which is based on primary school teachers’ beliefs; these beliefs can be modified and bettered only thanks to a new way of learning. That is to say thanks to suitable vocational courses, in order to avoid the formation of intuitive models in the students’ mind leading to situations of cognitive disadvantage.
| Item Type: | Scientific journal article, Newspaper article or Magazine article |
|---|---|
| Subjects: | Mathematical sciences Mathematical sciences > Mathematics Education |
| Depositing User: | Silvia Sbaragli |
| Date Deposited: | 13 Jan 2014 09:52 |
| Last Modified: | 23 May 2016 06:45 |
| URI: | http://repository.supsi.ch/id/eprint/3430 |
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