In matter of role of the language in learning processes, research underlines two fundamental and apparently opposite aspects: the use of natural language in mathematical communication and the specificity of mathematical language. The present study investigates if (and how much) the spontaneous language used in classroom, with the aim to describe some geometrical configurations, can improve the understanding and the learning of parallelism and perpendicularity relations.
Language for learning: spontaneous vs specific geometrical language / Vighi, Paola. - (2015), pp. 341-349. (Intervento presentato al convegno Developing mathematical language and reasoning tenutosi a Prague nel 16-21 August 2015).
Language for learning: spontaneous vs specific geometrical language
VIGHI, Paola
2015-01-01
Abstract
In matter of role of the language in learning processes, research underlines two fundamental and apparently opposite aspects: the use of natural language in mathematical communication and the specificity of mathematical language. The present study investigates if (and how much) the spontaneous language used in classroom, with the aim to describe some geometrical configurations, can improve the understanding and the learning of parallelism and perpendicularity relations.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
