PICTURES, GESTURES AND DISCOURSES: A CASE STUDY WITH KINDERGARTEN STUDENTS DISCOVERING LEGO BRICKS

Montone, A.; Ricciardiello, G.

Risultato della ricerca: Paper

Abstract

The awareness of the importance to look, through a mathematical lens, to the children drawings, gestures and discourses, considering them as diagnostic tools for the mathematics competences, stays at the base of this contribution. It discusses a didactic experience conducted in a Kindergarten (students 5 or 6 years old) in which we asked children to represent and discus a Lego block with a drawing and speech, observed from different prospective. The discussed results seem to us interesting both for researchers in Mathematics Education and for Kindergarten teachers who want to deepen the role of drawing and gestures as an expressive and diagnostic forms to analyze students’ knowledge, abilities and mathematical skills.
Lingua originaleEnglish
Stato di pubblicazionePublished - 2018

Cita questo

PICTURES, GESTURES AND DISCOURSES: A CASE STUDY WITH KINDERGARTEN STUDENTS DISCOVERING LEGO BRICKS. / Montone, A.; Ricciardiello, G.

2018.

Risultato della ricerca: Paper

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abstract = "The awareness of the importance to look, through a mathematical lens, to the children drawings, gestures and discourses, considering them as diagnostic tools for the mathematics competences, stays at the base of this contribution. It discusses a didactic experience conducted in a Kindergarten (students 5 or 6 years old) in which we asked children to represent and discus a Lego block with a drawing and speech, observed from different prospective. The discussed results seem to us interesting both for researchers in Mathematics Education and for Kindergarten teachers who want to deepen the role of drawing and gestures as an expressive and diagnostic forms to analyze students’ knowledge, abilities and mathematical skills.",
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N2 - The awareness of the importance to look, through a mathematical lens, to the children drawings, gestures and discourses, considering them as diagnostic tools for the mathematics competences, stays at the base of this contribution. It discusses a didactic experience conducted in a Kindergarten (students 5 or 6 years old) in which we asked children to represent and discus a Lego block with a drawing and speech, observed from different prospective. The discussed results seem to us interesting both for researchers in Mathematics Education and for Kindergarten teachers who want to deepen the role of drawing and gestures as an expressive and diagnostic forms to analyze students’ knowledge, abilities and mathematical skills.

AB - The awareness of the importance to look, through a mathematical lens, to the children drawings, gestures and discourses, considering them as diagnostic tools for the mathematics competences, stays at the base of this contribution. It discusses a didactic experience conducted in a Kindergarten (students 5 or 6 years old) in which we asked children to represent and discus a Lego block with a drawing and speech, observed from different prospective. The discussed results seem to us interesting both for researchers in Mathematics Education and for Kindergarten teachers who want to deepen the role of drawing and gestures as an expressive and diagnostic forms to analyze students’ knowledge, abilities and mathematical skills.

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