This paper is a report that concerns two experiments that I proposed in nine secondary school classes (pupils from fourteen to eighteen years old) in order to test some hypotesis concerning the use of metaphor during teaching-learning processes. I begin by analyzing the different significances of the concepts of metaphor and analogy that can be found in literature. Then I try to frame these concepts within the framework of semiotic mediation. I show some excerpts taken from the experimentations, and I try to interpret some of pupil’s utterances (words, gestures) as metaphors which offer to the teacher a possible way (by analogies) to introduce mathematical contents. I conclude with some open questions that concern the possible roles that metaphor could play in teaching-learning processes.

Salvi, M. (2014). Metafora ed Analogia in Didattica della Matematica. L'INSEGNAMENTO DELLA MATEMATICA E DELLE SCIENZE INTEGRATE, 37B(3), 241-263.

Metafora ed Analogia in Didattica della Matematica

SALVI, Massimo
2014-01-01

Abstract

This paper is a report that concerns two experiments that I proposed in nine secondary school classes (pupils from fourteen to eighteen years old) in order to test some hypotesis concerning the use of metaphor during teaching-learning processes. I begin by analyzing the different significances of the concepts of metaphor and analogy that can be found in literature. Then I try to frame these concepts within the framework of semiotic mediation. I show some excerpts taken from the experimentations, and I try to interpret some of pupil’s utterances (words, gestures) as metaphors which offer to the teacher a possible way (by analogies) to introduce mathematical contents. I conclude with some open questions that concern the possible roles that metaphor could play in teaching-learning processes.
2014
Settore MAT/04 - Matematiche Complementari
Salvi, M. (2014). Metafora ed Analogia in Didattica della Matematica. L'INSEGNAMENTO DELLA MATEMATICA E DELLE SCIENZE INTEGRATE, 37B(3), 241-263.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/101094
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