This paper deals with the crucial issue of the first approach to algebra as a thinking tool. A relevant excerpt from a teaching experiment is analysed through the use of two complementary theoretical tools: Habermas’ concept of rational behaviour and the construct of Model of aware and effective attitudes and behaviours (MAEAB). This analysis is carried out with the aim of highlighting how the different roles played by the teacher during class discussions promote students’ rational behaviour.
|Titolo:||The teacher's role in promoting students' rationality in the use of algebra as a thinking tool|
|Data di pubblicazione:||2016|
|Appare nelle tipologie:||04.01 - Contributo in atti di convegno|