Eté 2013

Publications 2013

Goizueta M., Planas N. (2013) El papel del contexto en la identificación de argumentaciones matemáticas por un grupo de profesores. PNA, 7(4) 155-170. Ed. Universidad de Granada, España.

Jahnke, H.N., Wambach, R. (2013) Understanding what a proof is: a classroom-based approach ZDM, The International Journal on Mathematics Education 45/3, 469-482

Mariotti M. A. (2013) Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS ZDM, The International Journal on Mathematics Education 45/3, 441-452

Harel, G., Fuller, E. (2013) Book Review. Reid, D.A. and Knipping, C.: Proof in mathematics education: research, learning, and teaching ZDM, The International Journal on Mathematics Education 45/3, 497-499

Weber K.  (2013) On the sophistication of naïve empirical reasoning: factors influencing mathematicians' persuasion ratings of empirical argumentsntal proof Research in Mathematics Education 15/2, 100-114

Hemmi K, Lepik M., & Viholainen A. (2013) Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula—towards a framework of developmental proof Journal of Curriculum Studies 45/3, 354-378

Lai, Y., Weber, K. (online first) Factors mathematicians profess to consider when presenting pedagogical proofs Educational Studies in Mathematics

Sandefur, J., Mason, J., Stylianides, G.J., Watson A. (2013) Generating and using examples in the proving process Educational Studies in Mathematics 83/3, 323-340

Krummheuer, G. (online first) The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years Educational Studies in Mathematics

Contributi sulla prova al XXXI Convegno UMI-CIIM Fare matematica nella scuola di tutti.
Dedicato a Emma Castelnuovo

Salerno, 17-18-19 ottobre 2013

GIOVEDÌ 17 ottobre 2013

11.00-11.30 Marta Menghini: La Geometria pratico-intuitiva nella storia dell’insegnamento

14.30-16.30 Laboratori sessione 1

  • L’Officina Matematica di Emma Castelnuovo: Dalla costruzione di figure alla scoperta di proprietà (C. Degli Esposti, P. Gori)
  • Spiega che cosa, come e perché: percorsi di avvio all’argomentazione e dimostrazione nella scuola secondaria di primo grado (F. Morselli)
  • Rimettiamoci alla prova! Le dimostrazioni per conoscere e capire la matematica (M. Ajello)

17.00-19.00 Laboratori sessione 2

  • Costruire esempi e controesempi (S. Antonini)

VENERDÌ 18 ottobre

12.00-13.30 TAVOLA ROTONDA: Dall’officina matematica di Emma Castelnuovo alle nuove tecnologie – Maria Alessandra Mariotti (Università), Ketty Savioli (scuola primaria), Rossella Garuti (scuola secondaria di I grado), Luigi Tomasi (scuola secondaria di II grado). Coordina: Ornella Robutti (CIIM)

15.00-17.00 Laboratori sessione 3

  • Congetturare e dimostrare in un ambiente di geometria dinamica (M.A. Mariotti, M. Maracci)

Per saperne di più...

Narrative Knowing / Récit et savoir

University of Paris Diderot/ Université Paris Diderot 
23-27 June, 2014

This conference will bring together scholars of all disciplines — psychology, psychoanalysis, sociology, anthropology, history, philosophy, linguistics, literary studies, feminist and gender studies, education, medicine/healthcare, social work, biology, law, theology, computer science, visual studies, etc. — to reflect on the issue of the, sometimes, contested epistemic powers of narrative. What relations are there between narrative and knowledge? How do forms of knowledge inform and produce narratives? How do narratives communicate or produce knowledge? Which ones? What is the nature of narrative knowledge as opposed to other forms of knowledge (common or spontaneous knowledge of reality, scientific knowledge, philosophical “wisdom”, etc.)? Does narrative constitute a privileged mode of knowledge or is it an epistemologically opaque means of pursuing the truth?

Potential theme include: Scientific narratives. What is the role of narratives in constructing forms of scientific knowledge and in learning from them? What is the relation between narrative discourse and scientific discourse?  

Les chercheurs sont invités à soumettre leurs propositions de communications ou de panels avant le 15 novembre 2013.

To know more...

Editorial Board

Editors-in-chief – Bettina Pedemonte, Maria-Alessandra Mariotti
Associate Editors – Orly Buchbinder, Kirsti Hemmi, Mara Martinez
Redactor – Bettina Pedemonte
Scientific Board – Nicolas Balacheff, Paolo Boero, Daniel Chazan, Raymond Duval, Gila Hanna, Guershon Harel, Patricio Herbst, Celia Hoyles, Erica Melis, Michael Otte, Philippe Richard, Yasuhiro Sekiguchi, Michael de Villiers, Virginia Warfield