Contro la paura della matematica

Abstract

The results of a process of research-training and educational experimentation, conducted at the comprehensive school “Melanzio-Parini” of Castel Ritaldi, are presented here. In a multiannual relationship of research-training it was decided, with the teachers involved, to introduce and monitor active teaching and for skills. The main idea is to increase the learning of all primary school children, while increasing the motivation to learn, curiosity, involvement and active participation. In this paper we present what has been achieved, over the last year, towards mathematics. This year’s work is a part of a multiannual course of action research, which followed the paradigma of research-training, oriented to the formation/transformation of educational and didactic action and to the promotion of teacher reflexivity, characterized by doing research in school with the full participation of teachers[1] . Active didactics, skills teaching, use of games and multiple references to the reality and to the experience of children in first and third grades of primary school, have been implemented. Before and after the didactic intervention the effects in relation to the acquisition of numerical knowledge, the skills related to the written operations, the accuracy and the automation of the procedures to work with numbers were detected. The results in the dimension in question, evaluated by AC-MT 6-11[2], show an increase in the above mentioned dimensions, suggesting that these didactics may have had a direct effect on the subjects’ learning.

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[1] Cfr. G. Asquini (a cura di), La ricerca-formazione. Temi, esperienze e prospettive, Milano, FrancoAngeli, 2018.

[2] Cfr. C. Cornoldi, D. Lucangeli, M. Bellina, AC-MT (6-11). Test di valutazione delle abilità di calcolo e soluzione di problemi – Gruppo MT, Trento, Erickson, 2012.