In this paper we describe an educational experience that involved future support teachers from middle and high schools. The future teachers attended the course “Laboratory of Special Education: Codes of logical language and mathematics”, at the University of Molise, in southern Italy. They were first involved in the identification of linguistic obstacles related to lexicon, anaphoric references, encyclopedias, common texts and implicatures within the text of a mathematical problem. Subsequently they reformulated the text as a narrative problem, without breaking between context and question. We analyze their productions from a qualitative and quantitative point of view.
Analisi del testo di un problema e narrazione matematica nella formazione dei futuri docenti di sostegno
Dello Iacono, Umberto
2020
Abstract
In this paper we describe an educational experience that involved future support teachers from middle and high schools. The future teachers attended the course “Laboratory of Special Education: Codes of logical language and mathematics”, at the University of Molise, in southern Italy. They were first involved in the identification of linguistic obstacles related to lexicon, anaphoric references, encyclopedias, common texts and implicatures within the text of a mathematical problem. Subsequently they reformulated the text as a narrative problem, without breaking between context and question. We analyze their productions from a qualitative and quantitative point of view.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
