Epistemic and didactic values of the demonstrative process in different cultures: a case study in Geometry with Chinese and Italian students
Autori: Di Paola, B; Spagnolo, F
Anno di pubblicazione: 2011
Tipologia:
eedings
Parole Chiave: This paper presents same key findings of the research project conducted by G.R.I.M. of Palermo on the approaches to justification and proof in Geometry by investigating how Chinese and Italian teachers and students taught particular geometrical topics refereed to different epistemic and didactic values related to own culture. It was found that Chinese teachers and students emphasized justification of the proof by a stressed visual verification based on some metarules linked with the structure of their own written language and defined as historical Chinese modus operandi in the Jiuzhang Suanshu. The Italians paid close attention to mathematical proof by a hypoxemic deductive system defined on the Euclide’ Elements. The geometrical problem discussed on the paper was defined and presented as “one problem multiple solution problems” and “one problem multiple changes”. Important aspect of the case study discussed in the paper focus on the mediation of knowledge between Chinese and Italian students involved in multicultural class. According to us, these kind of activities can establish possibilities for the students to confront their self with different cultural, social and educational prospective of knowledge, discovering the power of mathematics as tool of negotiation in multicultural class?
