To compare cognitive processes adopted by students with different cultures in solving mathematical problems we have to focus on the Math epistemology through a cultural analysis concerning the fundamental elements of the students different cultural traditions and the philosophical, logic and linguistic bases subtended to the mathematical thought and its historical evolution. The paper describes this theoretical framework, emphasizing a possible comparison between different cognitive styles and mathematical problem solutions in the context of arithmetic and Algebraic thought of Italian and Chinese students in multicultural classes.
|Titolo della pubblicazione ospite||La Didattica della Matematica: insegnamento e apprendimento a confronto|
|Numero di pagine||6|
|Stato di pubblicazione||Published - 2012|