Progetto ArAl

Malara N.A., Navarra G. (2001). ‘Brioshi’ and other mediation tools employed in a teaching of arithmetic with the aim of approaching algebra as a language. In Proc. ICMI Study on Algebra (Melbourne, Australia, Dicembre 2001). Vol. 2. 412-419. download pdf We shall trace the outline and the initial results of an experimental project on didactic    »

Malara, N.A., Navarra, G . (to appear). Epistemological issues in Early Algebra: new words and new paradigms for teachers to promote in children algebraic habits of mind. TG10 – ICME 13 (Amburgo 24-31 luglio 2016). Malara, N.A., Navarra, G . (to appear). Using the web to promote the construction of a community of practice on    »

Navarra G. (2001). Percorsi esplorativi di avvio al pensiero algebrico attraverso problemi; osservazione e rilevazione di difficoltà in insegnanti e allievi. In Navarra G., Reggiani M., Tortora R. (Eds.). Atti del terzo Convegno Nazionale Intenuclei Scuola dell’obbligo. Vico Equense. Dipartimento di matematica e applicazioni ‘R. Caccioppoli’. 53-60. Scarica pdf Presentiamo alcuni risultati di una ricerca    »

Malara, N.A., Navarra, G. (2002). ArAl: a Project for an Early Approach to Algebraic Thinking, Proc. Int.Conf. ‘The Humanistic Renaissance in Mathematics Education’, 20-25 Settembre 2002, Terrasini, Palermo, Italy. 228-233. Download pdf International research in mathematics education, and in particular regarding algebraic teaching/ learning and its difficulties – at diverse ages from junior levels through    »

Malara N, Navarra G. (2003). Influences of a procedural vision of arithmetics in algebra learning. In Proc. CERME. Bellaria (I). 2003. Download pdf We trace the outline of the ArAl Project, which promotes didactic innovation in primary schools, aimed at an early approach to algebra. The complex structure of this project entails the involvement of    »

Malara, N.A., Navarra, G. (2002). Esperienze e prospettive di innovazione nella scuola dell’obbligo per un approccio precoce all’Algebra come linguaggio. Scuola e Città. 83-95. Scarica pdf In questo lavoro si espongono gli aspetti teorici e le linee guida di un progetto di innovazione didattica in matematica (ArAl) volto a rivisitare l’insegnamento dell’aritmetica in chiave pre-algebrica    »

Navarra G., Pope S. (2003). Pop-up workshop. In Rogers L., Novotná J. (Eds), Effective Learning and Teaching of Mathematics from Primary to Secondary School (ELTMAPS Comenius Project). Pitagora editrice Bologna. 97-113. Download pdf The geometry of the pop-up is presented and a possible teaching program for pop-ups is illustrated. After having explored a pop-up cube,    »

Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. In J. Cai and E. Knuth (Eds.), Early Algebrailization: Cognitive, Curricular, and Instructional Perspectives. 483-510. Springer, 483-507, ISBN 978-3-642-17734-7. Download pdf (i) After a brief overview of    »

Malara, N.A., Navarra G.. (2005). Approaching the distributive law with young pupils. Proc. CERME 4 (Saint Feliu de Guixol, E, February 2005). In print in electronic version. Download pdf This paper contributes to the research strand concerning early algebra and focuses on the distributive law. It reports on a study involving pupils aged 8 to    »

Navarra G., Visto-Yu Catherine P. (2004). DG 18 ‘Corrent problems and challenges in primary mathematics education’. ICME 10 (Copenhagen) Download pdf Preparatory materials for Working Group 18, ICME 10.