In this book we report on the main recent results realized in the realm of ArAl, a project specifically targeted at primary school for a revision of teaching of arithmetic in a pre-algebraic key and in a perspective of continuity with middle school. The ArAl aim is to favour a linguistic approach to algebra and to give in the following motivation and awareness towards the study of the objects of elementary algebra (relations, functions, equations) with a special care towards relational and structural aspects of this discipline.ArAl project was born in the frame of a previous project carried out by N.A. Malara in 1992-1997 and devoted to the renewal of the teaching of algebra in middle school (the results of five years’ experiments in the classroom had highlighted the need to re-examine the teaching of arithmetics in primary schools). ArAl project was later included in the European Eltmaps Project (Effective Learning and Teaching of Mathematics from Primary to Secondary School) and subsequently extended into the national project S&T (Science and Technology Teaching and Learning).The book has been conceived in two parts. In the first part, after an introduction where we sketch the structure of the project, we present the ‘theortical frame’ where a deep analysis of the theoretical questions underlying our cultural and didactical choices implemented in the proiect has given. The ‘theortical frame’ is followed by a wide glossary, where key-terms of the project are explained in detail. The aim of the glossary is to clarify the main theoretical aspects of the proiect to the teachers and to facilitate them in understanding it The second part is constituted by six didactical units, concerning topics such as (explorations in numerical grids, bricks towers, pearl modules of necklaces …) aimed at iniciating the pupils in the use of letters and at constructing collectively first easy algebraic sentences. Some units are also devoted to mathematical games or to the use of two pan scale for bringing the pupils in conceiving and expressing the equality between different representations of a same quantity. The units are not a simple list of items that the teacher has to follow in the classroom activity, they summarize didactical processes as they emerged by our several experimentations. In each unit the key elements of the process, the classroom dinamics enacted, deepenings or expansions and the emerged difficulties of the pupils are evidenciated. In this way we offer to the teachers some materials with the aim first of all to induce in them a reflection about their knowledge and their way to operate in the classroom and then to give them some innovative models of teaching/learning processes in pre-algebraic ambit focused on peer interaction that they can develop in classroom.

ArAl Project: Arithmetic Pathways towards Favouring Pre-algebraic Thinking / Malara, Nicolina Antonia; Navarra, G.. - STAMPA. - (2003), pp. 1-241.

ArAl Project: Arithmetic Pathways towards Favouring Pre-algebraic Thinking

MALARA, Nicolina Antonia;
2003-01-01

Abstract

In this book we report on the main recent results realized in the realm of ArAl, a project specifically targeted at primary school for a revision of teaching of arithmetic in a pre-algebraic key and in a perspective of continuity with middle school. The ArAl aim is to favour a linguistic approach to algebra and to give in the following motivation and awareness towards the study of the objects of elementary algebra (relations, functions, equations) with a special care towards relational and structural aspects of this discipline.ArAl project was born in the frame of a previous project carried out by N.A. Malara in 1992-1997 and devoted to the renewal of the teaching of algebra in middle school (the results of five years’ experiments in the classroom had highlighted the need to re-examine the teaching of arithmetics in primary schools). ArAl project was later included in the European Eltmaps Project (Effective Learning and Teaching of Mathematics from Primary to Secondary School) and subsequently extended into the national project S&T (Science and Technology Teaching and Learning).The book has been conceived in two parts. In the first part, after an introduction where we sketch the structure of the project, we present the ‘theortical frame’ where a deep analysis of the theoretical questions underlying our cultural and didactical choices implemented in the proiect has given. The ‘theortical frame’ is followed by a wide glossary, where key-terms of the project are explained in detail. The aim of the glossary is to clarify the main theoretical aspects of the proiect to the teachers and to facilitate them in understanding it The second part is constituted by six didactical units, concerning topics such as (explorations in numerical grids, bricks towers, pearl modules of necklaces …) aimed at iniciating the pupils in the use of letters and at constructing collectively first easy algebraic sentences. Some units are also devoted to mathematical games or to the use of two pan scale for bringing the pupils in conceiving and expressing the equality between different representations of a same quantity. The units are not a simple list of items that the teacher has to follow in the classroom activity, they summarize didactical processes as they emerged by our several experimentations. In each unit the key elements of the process, the classroom dinamics enacted, deepenings or expansions and the emerged difficulties of the pupils are evidenciated. In this way we offer to the teachers some materials with the aim first of all to induce in them a reflection about their knowledge and their way to operate in the classroom and then to give them some innovative models of teaching/learning processes in pre-algebraic ambit focused on peer interaction that they can develop in classroom.
2003
88 371 1383 8
Pitagora
ITALIA
ArAl Project: Arithmetic Pathways towards Favouring Pre-algebraic Thinking / Malara, Nicolina Antonia; Navarra, G.. - STAMPA. - (2003), pp. 1-241.
Malara, Nicolina Antonia; Navarra, G.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/19138
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