Insegnare e apprendere la matematica: che cos'è che non va?

7/21/2019 Insegnare e apprendere la matematica: che cos'è che non va?

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INSEGNAREE APPRENDERELA MATEMATICA Rimini, 15 e 16 maggio 2015

Fonti principali di origine

(e di incremento) delle difficoltà in matematica

• Fattori epistemologici

• Fattori affettivi

•

Fattori cognitivi• Fattori didattici e sociali








•

Fattori cognitivi• Fattori didattici

e sociali




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Limiti epistemologici

Evitare errori è un ideale meschino:se non osiamo affrontare problemiche siano così difficili da rendere

l’errore quasi inevitabile, non vi sarà

allora sviluppo della conoscenza. Ineffetti, è dalle nostre teorie piùardite, incluse quelle che sono

erronee, che noi impariamo di più.Nessuno può evitare di fare errori; la

cosa più grande è imparare da essi




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“In definitiva implicita nella preoccupazione di evitaredomande ‘troppo difficili’ c’è spesso lavalorizzazione della correttezza dei prodotti, cheviene considerata più importante dell’attivazione diprocessi di pensiero significativi, anche se talecorrettezza si può ottenere banalizzando le richieste

e di per sé non garantisce un effettivoapprendimento”.

Difficoltà in matematica – R. Zan Springer Italia, 2007

Compromesso delle risposte corrette




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MODELLO DEL TRIPLO CODICE(Dehaene, 1992)




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Deficit in the Approximate

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(Butterworth, 1999; Gersten & Chard,1999; Wilson & Dehaene, 2007)

«Access» hypothesis :Deficit Exact Number Representation

and the link between Arabic –

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(Karagiannakis, Baccaglini-Frank & Papadatos, 2014)

Si possono ri-organizzare le principali

ipotesi avanzate in psicologia eneuroscienze per studiare i “profili di

apprendimento matematico” degli

studenti.




(Karagiannakis, Baccaglini-Frank & Papadatos, 2014)

Modello delle componenti cognitive dei ‘profili di

apprendimento matematico’




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Stile “lombrico” e stile “grillo”

Stile lombrico: attaccato alle formule, procedurale,

sequenziale, bisogno di documentare tutto

Stile grillo: olistico, intuitivo, oppone resistenza alla

richiesta di documentare il loro pensiero.

(Marolda & Davidson, 2000; Chinn, 2012)




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In generale, tali fattori vengono studiati

sempre di più con quadri teorici diriferimento socio-culturali.

Si tende ad un superamento dei modelli

“multi-deficit”, inquadrando il fallimento dello

studente in una dimensione collettiva cheinclude l’insegnante e il “milieu” sociale.

(per es., Frade, Acioly-Régnier & Jun, 2013; Ben-Yehuda, Lavy,

Linchevski & Sfard, 2005; Solomon, 2007; Heyd-Metzuyanim, 2012)




Uno studio di Einat Heyd-Metzuyanim

Lo studio offre una prospettiva innovativasulle difficoltà di apprendimento in

matematica, descrivendo la costruzione di

un’identità di fallimento in matematica

dovuta a meccanismi nell’interazione

intercorsa tra una studentessa el’insegnante durante un processo di

insegnamento-apprendimento durato diversi

mesi.




Un (necessario)

cambiamento di paradigma

Non c’è “disfunzione” da “recuperare/compensare” perchéuno studente con MLD possa essere incluso nel curriculum

progettato per studenti “normali” e “rimanere al passo”.

L’obiettivo della didattica dovrebbe essere quello dimassimizzare il potenziale di ciascuno studente di

sviluppare un linguaggio matematico (in senso lato).

(Santi & Baccaglini-Frank, 2015)




...tornando a come “intervenire”...




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Nel progetto PerContare (tra il 2011 e il 2014),grazie ad un lavoro congiunto tra didattici della

matematica e psicologi cognitivi, abbiamosviluppato varie attività per un buon avvio

all’aritmetica, a partire dalla transizione dalla

scuola dell’infanzia alla scuola primaria.

Supervisori scientifici: M.G. Bartolini Bussi & G. Stella (altre informazioni a percontare.asphi.it)




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INSEGNAREE APPRENDERE

Grazie per l’attenzione.

Insegnare e apprendere la matematica: che cos'è che non va?

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Transcript of Insegnare e apprendere la matematica: che cos'è che non va?