Learning mathematics through games in primary school: an applicative path
AbstractIn this work interesting results of current research about the importance of games use for learning mathematics in primary school are introduced. This process constitutes a meaningful basis for connecting the happy experience of game with the natural intuitive and scholastic mathematics during the primary school period. The application of such techniques finds a natural place in the mathematics laboratory, where children have the opportunity to live a practical approach for better understanding and using the formal one. Through games it is possible to help the crossing from early elementary operational levels to a more advanced forms of thought. In conclusion examples of games involving mathematics for all years of primary school will be also given.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Directions in Psychological Science, 11, 181-185.
Bascones, J., & Novak, J. D. (1985). Alternative instructional systems and the development of problem‐solving skills in physics. European Journal of Science Education, 7(3), 253-261.
Burke Johnson, R., & Christensen, L. B. (2013). Educational Research: Quantitative, Qualitative, and Mixed Approaches. 5th Ed. California: SAGE Publications.
Contant, T.L., Bass, J.E., & Carin, A.A. (2014). Teaching Science through Inquiry and Investigation, Boston MA: Pearson Education, Inc.
Di Sia, P. (2013a). Elementi di Didattica della Matematica I – Laboratorio [Foundations of Mathematics and Didactics I - Laboratory]. Roma: Aracne.
Di Sia, P. (2013b). Fondamenti di Matematica e Didattica I [Foundations of Mathematics and Didactics I]. Roma: Aracne.
Di Sia, P. (2014). Fondamenti di Matematica e Didattica II [Foundations of Mathematics and Didactics II]. Roma: Aracne.
Di Sia, P. (2015). The Laboratory of Mathematics in the Primary School: a Practical Approach for Understanding and Learning. International Letters of Social and Humanistic Sciences (ILSHS), 3, 21-28.
Gardner, M. (1994). My Best Mathematical and Logic Puzzles. New York: Dover Publications (Dover Recreational Math edition).
Lombardo Radice, L. (1976). Educazione e rivoluzione [Education and Revolution]. Roma: Editori Riuniti.
Marinas, B., & Clements M. A. (1990). Understanding the problem: A prerequisite to problem solving in mathematics. Journal for Research in Science and Mathematics Education in Southeast Asia, 13(10), 14-20.
Plato (1961). The Republic. Oxford: Oxford University Press. [Reprint Ed.].
Polya, G. (1973). How to solve it: A new aspect of mathematical method. Princeton: Princeton University Press.
von Glasersfeld, E. (2001). The radical constructivist view of science. In: A. Riegler (Ed.), Foundations of Science: The Impact of Radical Constructivism on Science [special issue], 6(1–3), 31–43.
Walshaw, M. (Ed.) (2010). Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. Charlotte: Information Age Publishing.
Copyright (c) 2017 Paolo Di Sia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.CC-BY-SA