Errors in the context of school mathematics are often considered as something to be avoided at all costs: there is a sort of identification between difficulties in mathematical learning and errors and between errors and failure of the teaching strategies. Research into mathematics teaching has for some time brought this wide- spread “epistemology” of error into question. Taking the seminal work of Borasi as their starting point, maths ed- ucators have developed a new epistemology of error in line with a growing attention toward productive thinking in mathematical teaching and learning as well as the role of errors in the development of mathematics.
Il problem solving come strategia per una diversa gestione dell’errore nell’educazione matematica al primo ciclo
Coppola C
;
2017
Abstract
Errors in the context of school mathematics are often considered as something to be avoided at all costs: there is a sort of identification between difficulties in mathematical learning and errors and between errors and failure of the teaching strategies. Research into mathematics teaching has for some time brought this wide- spread “epistemology” of error into question. Taking the seminal work of Borasi as their starting point, maths ed- ucators have developed a new epistemology of error in line with a growing attention toward productive thinking in mathematical teaching and learning as well as the role of errors in the development of mathematics.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
