Abstract
The awareness of the importance to observe,through a mathematical lens, the children drawings, considering them as diagnostic tools for the context that D’Amore et al. (2004) call as “Campo di Esperienza” Spazio, Ordine e Misura, is the base of this contribution. It discusses a didactic experience conducted in a Pre-Primary school (students 5 years old) in which we asked children to represent Lego bricks with a drawing. We also asked them to describe their works, tracing any sign of numerical-spatial difference with the real object, observed from different prospectives. The discussed results seem to us interesting both for researchers in Mathematics Education and for Pre-Primary and Primary School teachers who want to deepen the role of drawing as an expressive and diagnostic form to analyse students knowledge, abilities and proto-mathematical skills.
Highlights
The awareness of the importance to look, through a mathematical lens, to the children drawings, considering them as diagnostic tools for the Campo di Esperienza Spazio, Ordine e Misura (D’Amore et al, 2004), stays at the base of this contribution
Se da un lato occorre selezionare i saperi essenziali, relativi all’alfabetizzazione di base di cui parlano i diversi piani di studio, in particolare le Indicazioni Nazionali (MIUR, 2012) italiane, dall’altro è necessario utilizzare strumenti e ambienti adeguati per proporre, attraverso metodologie significative, atte a veicolare i saperi in gioco in modo formale o informale, attività per la costruzione di significati matematici (D’Amore, Di Paola, 2016)
Invece ci interessa far esplicito riferimento a quanto rintracciato in letteratura in merito al ruolo che questa forma espressiva può avere nella scuola dell’infanzia, come strumento diagnostico nell’ambito alla terna Spazio, ordine e misura (D’Amore et al, 2004)
Summary
The awareness of the importance to look, through a mathematical lens, to the children drawings, considering them as diagnostic tools for the Campo di Esperienza Spazio, Ordine e Misura (D’Amore et al, 2004), stays at the base of this contribution.
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