In this paper we focus on students ’ view of difficulty in solving mathematical exercises in order to study how the “learning to learn ” competence may occur in the specific case of learning mathematics. Preliminary results give insights into “learning to learn” competence in mathematics and suggest directions for intervention in case of difficulty. Moreover, results show the importance of co-responsibility between teacher and student in learning and the crucial role of the teacher in helping students to overcome learning difficulties.
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE
Morselli Francesca;Robotti Elisabetta;Traverso Andrea
2021-01-01
Abstract
In this paper we focus on students ’ view of difficulty in solving mathematical exercises in order to study how the “learning to learn ” competence may occur in the specific case of learning mathematics. Preliminary results give insights into “learning to learn” competence in mathematics and suggest directions for intervention in case of difficulty. Moreover, results show the importance of co-responsibility between teacher and student in learning and the crucial role of the teacher in helping students to overcome learning difficulties.
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