Formazione degli insegnanti per un approccio socio-costruttivo all’early algebra: studio di un caso

Abstract

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In this paper we trace the changes of perspective which have occurred in algebra teaching, sketching the recent trends and discussing the increasingly more complex role played by the teacher. We present our methodology of work with teachers aimed at improving their ability to promote the development of the students’ algebraic thinking and introduce the multi-commented classroom transcripts (MT), seen as a useful tool to foster teachers’ ability to orchestrate early algebra discussions and to critically observe their own actions in the classroom. We report an MT excerpt and analyse the related comments highlighting behaviour and awareness emerging in the teacher. We conclude with some remarks concerning the value of our methodology and the conditions which determine its efficacy.