The aim of the trial path described in this article is to highlight the possibility to develop intuition, analysis and synthesis abilities, which are typical of the logical - deductive mathematical thought, in primary school children (2nd class), through a significant approach to musical education, meant as systematic analysis of the sound parameters, which characterize and qualify its language. The Vygotskijan theoretical framework, which leads and interprets the didactic engineering proposed in class, emphasizes how the Mathematics - Music pair has promoted the changeover among different semiotic registers (Duval 2002), referred to Natural, iconographic, musical, geometric and pre - algebraic Language. The didactic strategy, masterfully lead in class by the teacher through a polyphony of voices (Bartolini Bussi et al, 1995) and a democratic climate (Skovsmose & Valero, 2002), has fostered the acquisition of good skills of analysis and production of argumentations, typical of the musical and mathematical thought.
Dani, L.N., Di Natale, M., Di Paola, B. (2012). Mathematics and Music: a paradigmatic pair for basic learning. In International Journal for Mathematics in Education. HMS i JME - Volume 4, 2012 - Special issue (pp. 128-136). Rhodes : Hellenic Mathematical Society.
Mathematics and Music: a paradigmatic pair for basic learning
DI PAOLA, Benedetto
2012-01-01
Abstract
The aim of the trial path described in this article is to highlight the possibility to develop intuition, analysis and synthesis abilities, which are typical of the logical - deductive mathematical thought, in primary school children (2nd class), through a significant approach to musical education, meant as systematic analysis of the sound parameters, which characterize and qualify its language. The Vygotskijan theoretical framework, which leads and interprets the didactic engineering proposed in class, emphasizes how the Mathematics - Music pair has promoted the changeover among different semiotic registers (Duval 2002), referred to Natural, iconographic, musical, geometric and pre - algebraic Language. The didactic strategy, masterfully lead in class by the teacher through a polyphony of voices (Bartolini Bussi et al, 1995) and a democratic climate (Skovsmose & Valero, 2002), has fostered the acquisition of good skills of analysis and production of argumentations, typical of the musical and mathematical thought.
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