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This twenty-third ICMI Study addresses for the first time
mathematics teaching and learning in the primary school (and
pre-school) setting, while also taking international perspectives,
socio-cultural diversity and institutional constraints into
account. One of the main challenges of designing the first ICMI
primary school study of this kind is the complex nature of
mathematics at the early level. Accordingly, a focus area that is
central to the discussion was chosen, together with a number of
related questions. The broad area of Whole Number Arithmetic (WNA),
including operations and relations and arithmetic word problems,
forms the core content of all primary mathematics curricula. The
study of this core content area is often regarded as foundational
for later mathematics learning. However, the principles and main
goals of instruction on the foundational concepts and skills in WNA
are far from universally agreed upon, and practice varies
substantially from country to country. As such, this study presents
a meta-level analysis and synthesis of what is currently known
about WNA, providing a useful base from which to gauge gaps and
shortcomings, as well as an opportunity to learn from the practices
of different countries and contexts.
This twenty-third ICMI Study addresses for the first time
mathematics teaching and learning in the primary school (and
pre-school) setting, while also taking international perspectives,
socio-cultural diversity and institutional constraints into
account. One of the main challenges of designing the first ICMI
primary school study of this kind is the complex nature of
mathematics at the early level. Accordingly, a focus area that is
central to the discussion was chosen, together with a number of
related questions. The broad area of Whole Number Arithmetic (WNA),
including operations and relations and arithmetic word problems,
forms the core content of all primary mathematics curricula. The
study of this core content area is often regarded as foundational
for later mathematics learning. However, the principles and main
goals of instruction on the foundational concepts and skills in WNA
are far from universally agreed upon, and practice varies
substantially from country to country. As such, this study presents
a meta-level analysis and synthesis of what is currently known
about WNA, providing a useful base from which to gauge gaps and
shortcomings, as well as an opportunity to learn from the practices
of different countries and contexts.
In questo libro si raccolgono in modo sistematico i risultati di
oltre vent anni di ricerche didattiche sul tema delle macchine
matematiche, realizzate in Italia e all estero, in tutti gli ordini
scolastici. L esplorazione guidata delle macchine consente di
ricostruire il significato geometrico-spaziale di concetti o
procedure di solito affrontati solo nel quadro algebrico e di
esplorare dinamicamente le configurazioni assunte allo scopo di
produrre congetture e costruire dimostrazioni. Le macchine
consentono anche di stabilire collegamenti interessanti con l arte
e la tecnologia, rompendo l isolamento in cui si colloca spesso l
insegnamento della matematica.
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