Problems with variation in teaching/learning Geometry: an example of Chinese Cultural Transposition

Abstract

This paper discusses some theoretical/methodological observation and some qualitative results coming from a Cultural Transposition experience, implemented in the Italian school context (grade 8), according to the methodology of variation, as one of the most significant problem solving approach in Chinese schools. The framework of the Cultural Transposition and the methodology of variation are presented as an important condition for “decentralizing” the didactic practice from a specific social and cultural context. We argue that looking at different teaching/learning mathematics strategies coming from East-Asia cultures can favor some cultural contaminations at school and allow students to a significant and unusual thought about “inclusion” and “diversity” in mathematics. Our variation problems are designed on 3D Geometry and are aimed to guide students in discovering the relationship between pyramid and cone areas/volumes.