How might a 4-year-old pupil come to conceive a line, created by himself with a continuous gesture, as constituted by a series of points? In this paper, we theoretically introduce and discuss a design study of the educational path in which this possibility emerged. The path aimed at leading pupils to "experience," in the sense of the enactive perspective and of the sensuous cognition, straight, jagged and curved lines, which arise from their own "movements," through particular walking patterns, or via painting and drawing activities.
Moving in Early Geometry Education. For the Learning of Mathematics
Carotenuto, Gemma
;Spadea, Marina
2021-01-01
Abstract
How might a 4-year-old pupil come to conceive a line, created by himself with a continuous gesture, as constituted by a series of points? In this paper, we theoretically introduce and discuss a design study of the educational path in which this possibility emerged. The path aimed at leading pupils to "experience," in the sense of the enactive perspective and of the sensuous cognition, straight, jagged and curved lines, which arise from their own "movements," through particular walking patterns, or via painting and drawing activities.File in questo prodotto:
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