The subject of this thesis is the study of the birth of algebraic thinking, as a generalization process, in 10 to 14 years old pupils. We analyse the relationships between the ways of describing a general algorithm, the strategies applied in solving arithmetical-algebraic problems and verbal and symbolic languages. As a result of the study, we can confirm that the causes of some difficulties in learning elementary algebra are due to a didactic obstacle rather than to an ontogenic obstacle. Furthermore, we have found some features of didactical activity in classroom that can further or prevent generalization processes.

Il pensiero algebrico:questioni di natura epistemologica e didattica

SANNA, DANIELA
2016-03-18

Abstract

The subject of this thesis is the study of the birth of algebraic thinking, as a generalization process, in 10 to 14 years old pupils. We analyse the relationships between the ways of describing a general algorithm, the strategies applied in solving arithmetical-algebraic problems and verbal and symbolic languages. As a result of the study, we can confirm that the causes of some difficulties in learning elementary algebra are due to a didactic obstacle rather than to an ontogenic obstacle. Furthermore, we have found some features of didactical activity in classroom that can further or prevent generalization processes.
18-mar-2016
algebra elementare
didatics
didattica
elementary algebra
language
linguaggio
problem solving
scuola secondaria
secondary school
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/266669
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