The research on the intercultural phenomenon in Italy increased with the growing phenomenon of migration, highlighting the problem of cultural diversity and social policies. The school has, in this process, a key role. The goal of a good educational project is to understand that the intercultural requires continual reference to the concrete experiences of the people. Theoretical assumptions of our project are the concepts of “interaction”, “empathy”, “decentralization” and “cognitive transitivity" (Nanni 1998). In this theoretical direction, we present an experimental multidisciplinary mathematical laboratory where students and teachers can understand that a discipline that seems static and rigid is the result of an evolution involving different peoples, with very different, often conflicting, traditions and religions. Multi-ethnicity, which increasingly characterizes our society, is surely an important opportunity of growth and enrichment for people.
|Title of host publication||La Matematica e la sua didattica. Atti del Convegno Nazionale “Incontri con la matematica” XXXI: Didattica e Scuola: fra ricerca e prassi quotidiana|
|Number of pages||6|
|Publication status||Published - 2017|
Di Paola, B., & Palladino, N. (2017). La storia della Matematica come chiave per l’inclusione interculturale nella pratica d’aula attuale. In La Matematica e la sua didattica. Atti del Convegno Nazionale “Incontri con la matematica” XXXI: Didattica e Scuola: fra ricerca e prassi quotidiana (pp. 25-30)