In this work we present an activity we carried out with perspective teachers (PTs) during a brief training course aimed at providing them with theoretical and methodological tools useful for the analysis of class processes concerning the development of reasoning through algebraic language. After an outline of the theoretical framework we introduced during the course, we will deal with the problem of the use of theory in the analysis of class processes, highlighting the difficulties faced by PTs.
ANALYSIS OF THE TEACHER’S ROLE IN AN APPROACH TO ALGEBRA AS A TOOL FOR THINKING: PROBLEMS POINTED OUT DURING LABORATORIAL ACTIVITIES WITH PERSPECTIVE TEACHERS / A., Cusi; Malara, Nicolina Antonia. - ELETTRONICO. - -:(2011), pp. 2619-2629. (Intervento presentato al convegno CERME 7 tenutosi a Università di Rzezsow nel 9-13 febbraio 2011).
ANALYSIS OF THE TEACHER’S ROLE IN AN APPROACH TO ALGEBRA AS A TOOL FOR THINKING: PROBLEMS POINTED OUT DURING LABORATORIAL ACTIVITIES WITH PERSPECTIVE TEACHERS
MALARA, Nicolina Antonia
2011
Abstract
In this work we present an activity we carried out with perspective teachers (PTs) during a brief training course aimed at providing them with theoretical and methodological tools useful for the analysis of class processes concerning the development of reasoning through algebraic language. After an outline of the theoretical framework we introduced during the course, we will deal with the problem of the use of theory in the analysis of class processes, highlighting the difficulties faced by PTs.
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