The aim of this paper is to present a didactical sequence that fosters the development of meanings related to fractions, conceived as numbers that can be placed on the number line. The sequence was carried out in various elementary school classes, containing students with certifications of mathematical learning disabilities (MLD). Thus, our didactical aim was to make accessible to all the students of the class, including MLD students, meanings related to fractions using a common didactical sequence for the entire class. Our research is based on a range of different perspectives, from mathematics education to neuroscience and cognitive psychology. We discuss how such perspectives can be combined and provide the theoretical bases to design the didactical sequence, which will be outlined, and which allowed us to implement and strengthen inclusive education.
Coming to see fractions on the number line
ANTONINI, SAMUELE;
2015-01-01
Abstract
The aim of this paper is to present a didactical sequence that fosters the development of meanings related to fractions, conceived as numbers that can be placed on the number line. The sequence was carried out in various elementary school classes, containing students with certifications of mathematical learning disabilities (MLD). Thus, our didactical aim was to make accessible to all the students of the class, including MLD students, meanings related to fractions using a common didactical sequence for the entire class. Our research is based on a range of different perspectives, from mathematics education to neuroscience and cognitive psychology. We discuss how such perspectives can be combined and provide the theoretical bases to design the didactical sequence, which will be outlined, and which allowed us to implement and strengthen inclusive education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
