Un videogioco per supportare discussioni di classe sul pensiero relazionale

Abstract

Video games are becoming a topic of interest in mathematics education. However, research in this field does not seem to clearly highlight the role that the video game environment could play in supporting teachers in promoting teaching-learning processes. The aim of this paper is to investigate how an educational video game can support teachers during whole class discussions. In particular, the aim of our study is focused on the improvement of relational thinking, i.e. the use of properties of numbers and operations to manipulate equalities. Research in this domain shows that involving students in well-designed tasks is not sufficient; the role of teachers is central, especially in orchestrating discussions. Within an experimental project involving fourth-grade students and their teacher in primary school, we observed that the introduction of a videogame within teaching-learning process is an important resource for the teacher; in particular, to anticipate and monitor the processes set up by students playing the game and to use them during a class discussion.