This Thesis presents a detailed analysis of a teaching experience centered on Problem Solving designed for second classes of unscientific high schools, in particular vocational schools, in the academic year 2015-2016. The experimentation was connected to a Seminar carried out in the frame of MATHESIS and was shared by 7 teachers of the province of Pavia, with the aim of rethinking both the mathematical content for students not accustomed to engage in Mathematics and the most effective methodologies to be proposed in the classroom. The aim was also the collection of all the problems proposed for the biennium in order to have a wide set of activities, with comments and suggestions for teachers. The Thesis presents a summary of the ministerial documents for mathematics education and oriented to emphasize the importance of knowing how to solve problems in the cultural education of young people. The meetings in which the Seminar was developed are then presented in detail, with mathematical topics to be discussed, the teaching methods to be adopted and the problems to be proposed in the classroom. Furthermore the Thesis proposes the analysis of my experience in the classroom, with my participation in lessons dedicated to the activities of Problem Solving in the second class of Professor Roberto De Virgilis. In order to make final valuation on the effectiveness of the project activities, for the development of mathematical competences of students, the Thesis analyzes and comments the results of some questions of INVALSI test 2016, related to the topics covered during the Seminar, considering both classes involved in the project and some comparison classes. The Thesis concludes with the presentation of a collection of problems particularly suited to develop classroom activities of investigation, to be lived as an opportunity for personal development and critical comparison with peers.
Questa Tesi presenta un'analisi approfondita di una esperienza didattica centrata sul Problem Solving progettata per le classi seconde di scuola secondaria di secondo grado ad indirizzo non scientifico, in particolare gli Istituti Professionali, nell'anno accademico 2015-2016. La sperimentazione era collegata ad un Seminario svolto nell’ambito della MATHESIS ed è stata condivisa da 7 insegnanti della provincia di Pavia, con l’obiettivo di ripensare sia ai contenuti matematici da proporre a studenti non abituati ad impegnarsi in Matematica sia alle modalità più efficaci da proporre in classe e con lo scopo di raccogliere tutti i problemi proposti per il biennio in modo da avere una raccolta sperimentata di attività, con commenti e suggerimenti per l’insegnante. La Tesi presenta anzitutto un quadro sintetico dei documenti ministeriali per l'educazione matematica e orientati a sottolineare l’importanza di saper risolvere problemi nella formazione culturale dei giovani. Vengono poi presentati in dettaglio gli incontri in cui si è sviluppato il Seminario, durante i quali si sono condivisi i temi matematici da trattare, le metodologie didattiche da adottare e si sono definiti i problemi da proporre in classe. La Tesi propone quindi l'analisi della mia esperienza in classe, realizzata con la mia partecipazione alle lezioni dedicate alle attività di Problem Solving nella classe seconda del professor Roberto De Virgilis. Al fine di formulare valutazioni conclusive sull'efficacia delle attività previste dal progetto, per lo sviluppo delle competenze matematiche degli studenti, la Tesi analizza e commenta gli esiti di alcuni quesiti delle prove INVALSI 2016, collegati ad argomenti trattati durante il Seminario, considerando sia le classi coinvolte nel progetto sia alcune classi di confronto. La Tesi si conclude con la presentazione di una raccolta di problemi particolarmente indicati a sviluppare in classe attività di indagine, da vivere come occasione di costruzioni personali e di confronto critico con i compagni.
Progettazione, sperimentazione e analisi di attività di Problem Solving nelle classi seconde di Istituti Professionali
NONNA, MORGANA
2015/2016
Abstract
This Thesis presents a detailed analysis of a teaching experience centered on Problem Solving designed for second classes of unscientific high schools, in particular vocational schools, in the academic year 2015-2016. The experimentation was connected to a Seminar carried out in the frame of MATHESIS and was shared by 7 teachers of the province of Pavia, with the aim of rethinking both the mathematical content for students not accustomed to engage in Mathematics and the most effective methodologies to be proposed in the classroom. The aim was also the collection of all the problems proposed for the biennium in order to have a wide set of activities, with comments and suggestions for teachers. The Thesis presents a summary of the ministerial documents for mathematics education and oriented to emphasize the importance of knowing how to solve problems in the cultural education of young people. The meetings in which the Seminar was developed are then presented in detail, with mathematical topics to be discussed, the teaching methods to be adopted and the problems to be proposed in the classroom. Furthermore the Thesis proposes the analysis of my experience in the classroom, with my participation in lessons dedicated to the activities of Problem Solving in the second class of Professor Roberto De Virgilis. In order to make final valuation on the effectiveness of the project activities, for the development of mathematical competences of students, the Thesis analyzes and comments the results of some questions of INVALSI test 2016, related to the topics covered during the Seminar, considering both classes involved in the project and some comparison classes. The Thesis concludes with the presentation of a collection of problems particularly suited to develop classroom activities of investigation, to be lived as an opportunity for personal development and critical comparison with peers.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
Per maggiori informazioni e per verifiche sull'eventuale disponibilità del file scrivere a: unitesi@unipv.it.
https://hdl.handle.net/20.500.14239/19144