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.
2011
9788072905096
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).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11381/2357484
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