Mathematics teaching in the initial two years of upper secondary school (ages 14-16) presents crucial problems which are both cultural and pedagogical. In this paper we study the way teachers face some of these problems in school practice, in order to outline the general methodology of their work in classroom. This study is performed through the analysis of the results of a questionnaire given to a sample of teachers. The aim of this analysis is to give a framework of the professional context in which the present Italian proposals of curriculum reforms are actually inserted.
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