The core of this chapter is the notion of artefact, starting from the discussion of the meaning of the word in the literature and offering a gallery of cultural artefacts from the participants’ reports and the literature. The idea of artefacts is considered in a broad sense, to include al-so language and texts. The use of cultural artefacts as teaching aids is addressed. A special section is devoted to the artefacts (teaching aids) from technologies (including virtual ma-nipulatives). The issue of tasks is simply skimmed, but it is not possible to discuss about arte-facts without considering the way of using artefacts with suitable tasks. Some examples of tasks are reported to elaborate about aspects that may foster learning whole number arith-metic (WNA). Artefacts and tasks appear as an inseparable pair, to be considered within a cultural and institutional context. Some future challenges are outlined concerning the issue of teacher education, in order to cope with this complex map.

Aspects that affect whole number learning: cultural artifacts and mathematical tasks / Bartolini Bussi, Maria G.; Maitree, Inprasitha; Ferdinando, Arzarello; Hyman, Bass; Ulrich, Kortenkamp; Silke, Ladel; Caroline, Lajoie; Yujing, Ni; Thomas, Rottmann; Veronica, Sarungi; Sophie, Soury-Lavergne; Jenny, Young-Loveridge. - (2018), pp. 181-226. [10.1007/978-3-319-63555-2_9]

Aspects that affect whole number learning: cultural artifacts and mathematical tasks

Maria G. Bartolini Bussi
Writing – Original Draft Preparation
;
2018

Abstract

The core of this chapter is the notion of artefact, starting from the discussion of the meaning of the word in the literature and offering a gallery of cultural artefacts from the participants’ reports and the literature. The idea of artefacts is considered in a broad sense, to include al-so language and texts. The use of cultural artefacts as teaching aids is addressed. A special section is devoted to the artefacts (teaching aids) from technologies (including virtual ma-nipulatives). The issue of tasks is simply skimmed, but it is not possible to discuss about arte-facts without considering the way of using artefacts with suitable tasks. Some examples of tasks are reported to elaborate about aspects that may foster learning whole number arith-metic (WNA). Artefacts and tasks appear as an inseparable pair, to be considered within a cultural and institutional context. Some future challenges are outlined concerning the issue of teacher education, in order to cope with this complex map.
1-apr-2018
Building the foundation: whole numbers in the primary grades: the 23rd ICMI study
Maria G. Bartolini Bussi; Xu Hua Sun
9783319635545
Springer Nature
SVIZZERA
Aspects that affect whole number learning: cultural artifacts and mathematical tasks / Bartolini Bussi, Maria G.; Maitree, Inprasitha; Ferdinando, Arzarello; Hyman, Bass; Ulrich, Kortenkamp; Silke, Ladel; Caroline, Lajoie; Yujing, Ni; Thomas, Rottmann; Veronica, Sarungi; Sophie, Soury-Lavergne; Jenny, Young-Loveridge. - (2018), pp. 181-226. [10.1007/978-3-319-63555-2_9]
Bartolini Bussi, Maria G.; Maitree, Inprasitha; Ferdinando, Arzarello; Hyman, Bass; Ulrich, Kortenkamp; Silke, Ladel; Caroline, Lajoie; Yujing, Ni; Thomas, Rottmann; Veronica, Sarungi; Sophie, Soury-Lavergne; Jenny, Young-Loveridge
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11380/1160159
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