Aim of this work is to improve the social interactions within a math classrooms (6 th grade), introducing a chess activity during the curricula hours. The theoretical framework upon which this research is based consists of: Vygotsky’s Theory of child developmen t (Vygotsky, 1986), the knowledge objectification theory (Radford, 2006) and theory of configural concepts (a personal review of Fischbein’s theory of figural concepts). We will discuss the results of an experimentation that has the purpose to create an appropriate environment wher e the students develop the abilities to solve and pose problems.
Ferro, M. (2012). COULD STUDY AND PLAY OF CHESS IMPROVE SOCIAL INTERACTIONS? RE PORT OF AN ITALIAN CASE STUDY.. ??????? it.cilea.surplus.oa.citation.tipologie.CitationProceedings.prensentedAt ??????? CIEAEM 64, Mathematics Education and Democracy: learning and teaching practices, Rhodes, Greece.
COULD STUDY AND PLAY OF CHESS IMPROVE SOCIAL INTERACTIONS? RE PORT OF AN ITALIAN CASE STUDY.
FERRO, Mario
2012-01-01
Abstract
Aim of this work is to improve the social interactions within a math classrooms (6 th grade), introducing a chess activity during the curricula hours. The theoretical framework upon which this research is based consists of: Vygotsky’s Theory of child developmen t (Vygotsky, 1986), the knowledge objectification theory (Radford, 2006) and theory of configural concepts (a personal review of Fischbein’s theory of figural concepts). We will discuss the results of an experimentation that has the purpose to create an appropriate environment wher e the students develop the abilities to solve and pose problems.
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