BIBLIOGRAFIA Arcavi, A.: 1994, Symbol sense: Informal sense-making in formal mathematics, For the Learning of mathematics, 14 (3), 24-35. Basso, M. & Bonotto, C.: 1996, Unesperienza didattica di integrazione tra realtà extrascolastica e realtà scolastica riguardo ai numeri decimali, Linsegnamento della matematica e delle scienze integrate, 19A, n.5, 423-449. Basso M., Bonotto C. & Sorzio P.:1998 Childrens understanding of the decimal numbers through the use of the ruler", in Alwyn Olivier and Karen Newstead (Eds.), Proceedings of the XXIIPME, South Africa, 2, 72-79. Bonotto, C.: 1992, Uno studio sul concetto di numero decimale e di numero razionale, Lins. della matematica e delle scienze integrate, 15A, n.5, 416-448. Bonotto, C.: 1993, Origini concettuali di errori che si riscontrano nel confrontare numeri decimali e frazioni, Lins. della matematica e delle scienze integrate, 16, n.1, 9-45. Bonotto, C.: 1996, Sul modo di affrontare i numeri decimali nella scuola dellobbligo, Lins. della matem. e delle scienze int, 19A, n.2, 107-132. Bonotto, C.: 1999, Sulluso di artefatti culturali nellinsegnamento-apprendimento della matematica/ About the use of cultural artifacts in the teaching-learning of mathematics. LEducazione Matematica, Anno XX, Serie VI, 1 (2), 62-95. Bonotto, C.: 2001a, How to connect school mathematics with students out-of-school knowledge, Zentralblatt für Didaktik der Mathematik, 33, n.3, 2001, 75-84. Bonotto, C.: 2001b, "How to replace the word problem solving activities with activities of realistic mathematical modeling, Symposium ad invito su Suspension of sense-making in mathematical word problem solving al VII EARLI 2001, Friburgo. Bonotto C., Basso M., Baccarin F. & Fltresi M.: 2002 "Studi esplorativi sulla comprensione del concetto di numero decimale attraverso luso del righello, Atti del Convegno Internuclei Scuola dellobbligo, Monticelli Terme, Parma, 5-7 aprile 2001. Bransford J. D. & Stein B. S.: 1993, The Ideal Problem-Solver: A Guide for Improving Thinking, Learning and Creativity, Freeman, New York. DAmbrosio, U.: 1995, Etnomatematica: teoria e pratica pedagogica, LEducazione Matematica, Anno XVI, Serie IV, 2 (3), 147-159. Dodman, M.: 1995, Tessere la realtà: ipertesti e intertestualità, LEducazione Matematica, Anno XVI, Serie IV, 2 (3), 125-145. Freudenthal, H.: 1991, Revisiting Mathematics Education. China Lectures, Kluwer, Dordrecht, [trad. ital. Ripensando lEducazione Matematica. Lezioni tenute in Cina, (a cura di C. F. Manara ), La Scuola, Brescia, 1994]. Gravemeijer, K.: 1994, Developing realistic mathematics education. Utrecht, The Netherlands: University of Utrecht, Freudenthal Institute. Gravemeijer, K.: 1997, Commentary solving word problems: a case of modelling. Learning and Instruction, 7, 389-397. Greer, B.: 1997, Modelling reality in mathematics classrooms: The case of word problems, Learning and Instruction, 7, 293-307. Lave, J.: 1988, "Cognition in practice", Cambridge: Cambridge Univ. Press. Lave, J.: 1995, I problemi aritmetici, in Il pensiero dellaltro (O. Liverta Sempio e A. Marchetti eds), Raffaello Cortina, 163-184. Lolli G.: 1995, Algoritmi e pensieri. I difficili fondamenti della scienza cognitiva, Sistemi Intelligenti , 1. Masingila J. O., Davidenko S. & Prus-Wisniowska E.: 1996, Mathematics learning and practices in and out of school: a framework for connecting these experiences, Educational Studies in Mathematics, 31, 175-200. Montague, M.: 1992, The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities, Journal of Learning Disabilities, 25, 230-248. Nunes T.: 1993, 'The socio-cultural context of mathematical thinking: research findings and educational implications, In A.J. Bishop, K. Hart, S. Lerman & T. Nunes (eds), Significant Influences on Childrens Learning of mathematics, UNESCO, Paris, 27-42. Pontecorvo, C.: 1997, Apprendere nei contesti, Studi e Documenti degli Annali della P.I., 78, Le Monnier, 384-396. Resnick, L. B.: 1987, Learning in school and out, Educational Researcher, 16 (9), 13-20. Resnick L. B., Nesher P., Leonard F., Magone M., Omanson S. & Peled I. (1989). Conceptual bases of arithmetic errors: the case of decimal fractions. Journal for Research in Mathematics Education, 20, (1), 8-27. Ruesser, K. & Stebler, R.: 1997 Every word problem has a solution: The suspension of reality and sense-making in the culture of school mathematics, Learning and Instruction, 7, 309-328. Saxe, B. G.: 1991, Culture and Cognitive Development. Studies in Mathematical Understanding, Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Saxe, B. G., Dawson, V., Fall, R. & Howard, S.: 1996, Culture and Childrens Mathematical Thinking, in [R.J. Sternberg, T. Ben-Zeev eds], Mahwah NJ: Lawrence Erlbaum Associates, Inc., 119-144. Schliemann A. D.: 1995, Some concerns about bringing everyday mathematics to mathematics education, Proceedings of the XIX PME, Recife, Brasil, 45-60. Schoenfeld, A. H.: 1987, Whata All the Fuss about Metacognition?, in A. H. Schoenfeld (a cura di) Cognitive Science and Mathematics Education, Erlbaum, Hillsdale, 185-215. Steffe L. & Cobb P.: 1988, Construction of Arithmetical Meanings and Strategies, Springer Verlag New York. Treffers, A.: 1986, Three dimensions-a model of theory and goal description in Mathematics Instruction - The Wiskobas Project, Reidel, Dordrecht. Vergnaud : 1994, Il bambino, la matematica, la realtà, Armando Editore. Verschaffel, L., De Corte, E. & Borghart, I.: 1997, Pre-service teachers conceptions and beliefs about the role of real-world knowledge in mathematical modeling of school word problems., Learning and Instruction, 7, 339-359. Wyndhamn, J. & Säljö, R.: 1997, Word problems and mathematical reasoning - A study of childrens mastery of reference and meaning in textual realities, Learning and Instruction, 7, 361-382. Yackel, E., Cobb, P.: 1996, Classroom sociomathematical norms and intellectual autonomy, Journal for Research in Mathematics Education, 27 (4), 458-477.
|