Due esperienze didattiche di early-algebra con il DIST-M: dalla costruzione del problema all’implementazione in aula

The possibility of approaching algebraic discourse through activities that highlight different representations enables students to develop relational thinking. The experiences presented relate to the design of highly immersive activities that involved secondary school students (grades 6 and 8) in the development of argumentative competence and symbolic formalism in the field of number theory. The narrative and immersive approach was made possible through the use of the DIST-M methodology, while the use of Visual Semiotic Systems facilitated concept formation in a Vygotskian perspective.