Laboratorio per il corso "Discalculia e Dintorni"

8/13/2019 Laboratorio per il corso "Discalculia e Dintorni"

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Potenze

5 52

53

5 cm

5 cm

5 cm

5 cm

5 cm5 cm

Karagiannakis, 2013 Labo MEMO 2013 Baccaglini-Frank



3%'*14*

23

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= 8

Karagiannakis, 2013Labo MEMO 2013 Baccaglini-Frank



3%'*14*

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Karagiannakis, 2013Labo MEMO 2013 Baccaglini-Frank





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Difficoltà nell’addizione/sottrazione possono

emergere da:

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• gestione passaggio unità-decine e vs

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Nel 1880 studi di Galton hanno indicato che molte personeoccidentali si rappresentano i numeri in un modo stabile su

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dei numeri idiosincratiche.

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Dehaene, 2006; Seron, Pesenti, Noël, Deloche, & Cornet,

1992).

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Questa è la forma a cui miriamo culturalmente (ematematico), con la possibilità di estenderla ai numeri

negativi, ai razionali e agli irrazionali...

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Soluzione dei problemi

(da Loretta)



Verifica finale

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Diverse Rappresentazioni Iniziali

(da Loretta)



Le rappresentazioni mostrano dov’èl’attenzione del bambino.

I bimbi con più difficoltà tendono a concentrarsi su dettagli

che non hanno a che fare con la matematica nella situazione.

Un eccesso di abbellimenti e dettagli appesantisce la ML(Mayer & Moreno, 2002; Mayer, 2001).

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Quadro della mediazione semiotica: discussione

7#GG,010"2#C)6") xb H")4)90"1)6"#()e) 10'90"Df



Quadro della mediazione semiotica: discussionematematica

! Che cos'è?! Uno schema...

! Un grafico...

! Una tabella...

! A cosa serve?! A semplificare...

! A capire...

! A far venire idee...

! Come funziona?! Organizza, ordina le informazioni

che devono stare tutte insieme...

! Evidenzia idee e parole

importanti...

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Esplorazione delle rappresentazioni



! Che cos'è?

! Com'è fatto?

! Come funziona?

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