The paper, highlighting the didactical pro- blematic of multiculturalism in the national educational landscape, discusses some key aspects of Chinese culture. These should be useful to interpret the good algebraic skills highlighted by teachers in Confucian Area students of all school levels, consistent with the PISA and TIMSS feedback.With this purpose, the contribution specifi- cally proposes an epistemological treatise on the relationship between Chinese writ- ten language and the informal introduction to algebraic-relational thinking. It also di- scusses some experimental data (implicati- ve) of a research conducted in Primary School with a high incidence of Chinese stu- dents, with the use of the Theory of Didactic Situation of G. Brousseau, as framework.
|Numero di pagine||18|
|Rivista||GIORNALE ITALIANO DELLA RICERCA EDUCATIVA|
|Stato di pubblicazione||Published - 2017|