Script collaborativi e digital storytelling per l’apprendimento online della Matematica

Abstract

This work concerns an e-learning skill-based methodology called M-DIST (Digital Interactive Storytelling in Mathematics) proposed for the learning of mathematics. It consists of a collection of collaborative scripts, which steer roles and actions of the participants in order to promote cognitive, socio-cognitive and metacognitive processes. We refer to a networking of theories as the theoretical framework and use storytelling experience to engage students. The activities use both experiential and discursive approaches, integrating individual and social tasks. According to Vygotsky, the expectation is that, over time, scripts can be internalized through practice and so produce learning. Finally, we analyse and discuss, using functional linguistic tools, the results of a DIST-M ex-perimentation focused on argumentative skills in mathematics.