We administered a questionnaire to a sample of volunteer ‘new teachers’, where issues were relative to a geometric task designed for grade 4 pupils (9/10 years old). Our aim has been to investigate if a pedagogical content which is relevant for the teaching mathematics, i.e. the a priori analysis, is a result of an overall practice which improves the capability to foresee pupil’s answers and difficulties in tasks execution. We consider this specific tool as integral part of mathematics-for-teaching.
A priori analysis: a tool of 'new teachers' mathematical knowledge - A case study / Vighi, Paola; Marchini, Carlo. - unico:(2011), pp. 391-399. (Intervento presentato al convegno The mathematical knowledge needed for teaching in elementary schools tenutosi a Prague nel August 21 - 26, 2011).
A priori analysis: a tool of 'new teachers' mathematical knowledge - A case study
VIGHI, Paola;MARCHINI, Carlo
2011-01-01
Abstract
We administered a questionnaire to a sample of volunteer ‘new teachers’, where issues were relative to a geometric task designed for grade 4 pupils (9/10 years old). Our aim has been to investigate if a pedagogical content which is relevant for the teaching mathematics, i.e. the a priori analysis, is a result of an overall practice which improves the capability to foresee pupil’s answers and difficulties in tasks execution. We consider this specific tool as integral part of mathematics-for-teaching.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.