Different procedures in argumentation and conjecturation in primary school: An experience with Chinese students
Different procedures in argumentation and conjecturation in primary school: An experience with Chinese students
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小学论证和猜想的不同程序：中国学生的经验
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发表时间：
2008
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通讯作者：
B. Paola
中科院分区：
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作者：
B. Paola
由于可以从大量的研究中读到（Spagnolo，2005；Nisbet，2001，2003），如果不考虑人们生活和学习的文化背景（语言方面、哲学方面、信仰和价值观等），就不可能以普遍的方式定义专门指论证、猜想和论证阶段的推理方案和认知过程。这一特征在分析意大利人和中国人等不同文化时表现得很明显。本文旨在以实验的方式增强意大利和中国文化（我们将指两种文化的认识论方面）所证实的一些文化差异默认地影响该学科的教学领域，并在学生所利用的认知过程的基本性质上提出明显的差异。这项工作中讨论的教学经验是在巴勒莫的多元文化课堂上进行的，旨在分析 3-10 岁学生在解决代数前问题时的认知行为。目前的工作被纳入一个更广泛的研究项目中，该项目是在巴勒莫的 GRIM 内进行的，主要致力于分析在中国和意大利文化中验证的逻辑论证方案，以解决在不同的数学背景下构建的临时创建的不同任务（解决方案的技巧、坚决的算法、可验证的错误）。在研究方法上，本次活动是按照布鲁索的理论框架进行的。构成数学特定环境的选定概念是与算术思想、代数思想以及变量和未知概念的第一种方法相关的选择。根据定量和定性分析并行分析收集的数据。使用CHIC 3.0非参数统计软件进行定量分析。引言当我们讨论二项式数学文化时，我们所分析的不仅是某些人对待数学知识的特定技术的呈现，而且是这项工作和数学教学研究的一个大传统的基本关系；但对这些人生活的文化背景与所阐述和获得的数学概念之间可能存在的相关性进行了批评性讨论。这就是我们在工作中遵循的方法，即使是初步近似的方法。我们感兴趣的是
As it is possible to read from numerous research studies (Spagnolo, 2005; Nisbet, 2001, 2003) the reasoning schemes and the cognitive process specifically referred to the argumentation, conjecturation and demonstration phases are not possible to be defined in a universal way without taking into consideration the cultural context in which people live and study (linguistic aspects, philosophical aspects, beliefs and values etc.). This characteristic is evident in a clear manner analyzing different cultures as the Italian and the Chinese. The article aims to augment, in an experimental way, as some of the cultural differences verified trough the Italian and Chinese cultures (we will refer to the epistemological aspect of the two cultures) tacitly influence the didactical sphere of the discipline, putting in evidence differences in the basic nature of the cognitive process utilized by the students. The didactical experience discussed in this work, conducted in multicultural classes in Palermo, aims to analyze the cognitive behavior of pupils aged 3-10 in resolving pre-algebraic problems. The present work is inserted in a broader research project, conducted within the GRIM of Palermo and essentially dedicated to the analysis of the logical argumentative schemes verified in the Chinese and Italian cultures in the resolution of different task (tips of solution, resolute algorithmic, verifiable errors) structured in diverse mathematical contexts, created ad hoc. As for the research methodology, the activity was conducted according to Brousseau’s theoretical framework. The selected concept that constituted the mathematical specific milieu was choice in relation to the arithmetical thought, the algebraic thought, and so to the first approach to the concept of variable and unknown. The collected data have been analyzed in parallel according to a quantitative and qualitative analysis. Quantitative analysis has been conducted using the software CHIC 3.0 for non parametric statistics. Introduction What we analyze when we discuss about of the binomials mathematics-culture, fundamental relation for this work and for a large tradition of research in didactic of mathematics, is not only the presentation of specific techniques trough witch a certain group of people treat the mathematical knowledge; but a critic discussion of possible correlations between the cultural context on witch these people live and the treated mathematical concepts that are elaborated and obtained. This is the approach that we are following, even if in a first approximation, in our work. What we are interesting in is in