Research in multicultural educational context with Chinese students: the Chinese written language as a bridge to a informal beginning of the algebraic-relational thought
Abstract
The paper, highlighting the didactical problematic of multiculturalism in the national educational landscape, discusses some key aspects of Chinese culture. These should be useful to interpret the good algebraic skills highlighted by teachers in Confucian Area students of all school levels, consistent with the PISA and TIMSS feedback. With this purpose, the contribution specifically proposes an epistemological treatise on the relationship between Chinese written language and the informal introduction
to algebraic-relational thinking. It also discusses some experimental data (implicative) of a research conducted in Primary School with a high incidence of Chinese students, with the use of the Theory of Didactic Situation of G. Brousseau, as framework.
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