An Experience of Social Rising of Logical Tools in a Primary School Classroom: The Role of Language

Autor/inn/en	Coppola, Cristina; Mollo, Monica; Pacelli, Tiziana
Titel	An Experience of Social Rising of Logical Tools in a Primary School Classroom: The Role of Language
Quelle	In: International Journal for Mathematics Teaching and Learning, (2011), (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Foreign Countries; Child Development; Elementary Education; Grade 4; Sociolinguistics; Language Role; Cooperative Learning; Protocol Analysis; Artificial Languages; Synthesis; Educational Psychology; Mathematical Logic; Participative Decision Making; Problem Solving; Educational Strategies; Selection; Italy + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Soziolinguistik; Kooperatives Lernen; Erziehungspsychologie; Pädagogische Psychologie; Mathematical logics; Mathematische Logik; Problemlösen; Lehrstrategie; Auslese; Italien
Abstract	In this paper we explore the relationship between language and developmental processes of logical tools through the analysis at different levels of some "linguistic-manipulative" activities in a primary school classroom. We believe that this kind of activities can spur in the children a reflection and a change in their language representation. Mathematical logic and educational psychology act as framework for the research. The teaching experiment regards the procedural aspects of the language and it is based on the construction of a socially agreed language describing the steps of a "kid-robot" in a room. By a qualitative analysis of the activities and of the a posteriori interviews based on the Explicitation Interview method, we find out four Main Topics which show how the children choose strategies to solve a problem, using the constructed language. Moreover in the activities we can observe what Vygotskij defines the shift from interpsychic to intrapsychic during social activities. (Contains 8 footnotes, 1 table, and 1 figure.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10