A model of intervention on mathematics teachers, consequence of experiences carried out through the cooperative learning modality, is described. The basic ideas of cooperative learning, viewed as a re-interpretation of the didactic system (teacher–pupil–knowledge–environment) are described. They welcome the urgency to restore, in the educative practice, the division between the disciplinary and the emotional aspects. The same urgency is underlined for the teachers also on the basis of some reflections about the complexity of their role in the cooperative model on the disciplinary, didactic, and relational level. This model of intervention on teachers is outlined, welcoming the necessity of taking care of both the disciplinary and didactic aspects and the more strictly personal ones.
From studies of cooperative learning practices towards a model of intervention on mathematics teachers
PESCI, ANGELA
2007-01-01
Abstract
A model of intervention on mathematics teachers, consequence of experiences carried out through the cooperative learning modality, is described. The basic ideas of cooperative learning, viewed as a re-interpretation of the didactic system (teacher–pupil–knowledge–environment) are described. They welcome the urgency to restore, in the educative practice, the division between the disciplinary and the emotional aspects. The same urgency is underlined for the teachers also on the basis of some reflections about the complexity of their role in the cooperative model on the disciplinary, didactic, and relational level. This model of intervention on teachers is outlined, welcoming the necessity of taking care of both the disciplinary and didactic aspects and the more strictly personal ones.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
