The focus of the paper is the analysis of written argumentation in solving logical-linguistic riddles by 6th and 7th grade students. This is part of a larger path dealing with the introduction of some logical contents, in which all the activities are immersed in a narrative framework. In analyzing students’ productions, we pay great attention to the interplay between logical-scientific thinking and narrative thinking, with the awareness that a rigorous mathematical argumentation can be obtained only at the end of a path starting from different, often not rigorous, forms of reasoning.
Educating to rationality in a narrative context: an experimentation
Carotenuto G.;Coppola C.
;TORTORA, ROBERTO
2017
Abstract
The focus of the paper is the analysis of written argumentation in solving logical-linguistic riddles by 6th and 7th grade students. This is part of a larger path dealing with the introduction of some logical contents, in which all the activities are immersed in a narrative framework. In analyzing students’ productions, we pay great attention to the interplay between logical-scientific thinking and narrative thinking, with the awareness that a rigorous mathematical argumentation can be obtained only at the end of a path starting from different, often not rigorous, forms of reasoning.File in questo prodotto:
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