Neuroscienze e didattica: sull'uso delle dita nei discenti con Disturbo Specifico delle Abilità Aritmetiche
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_06Parole chiave:
Neuroscienze, Didattica, Discalculia, Insegnamento-ApprendimentoAbstract
Contare è un’abilità che richiede l’attivazione di differenti processi cognitivi complessi che per il discente con Disturbo Specifico delle Abilità Aritmetiche rappresenta un ostacolo alla corretta soluzione dei calcoli. Esaminando gli studi di neuroscienze in tale ambito, si evince che la consapevolezza delle dita e del loro movimento risulta importante perché favorisce la rappresentazione dei numeri nel cervello, supportando la memoria di lavoro e riducendo il carico cognitivo (Butterworth, 1999; Soylu et al., 2018). La teoria dell’embodiment (Damiani & Gomez Paloma, 2021) appare in accordo con questo assunto ed è favorevole all’integrazione dell’atto verbale con l’atto motorio. Alla luce di quanto esposto è stato condotto uno studio di caso in ricerca-azione con 15 bambini/e della scuola primaria interessati da discalculia, volendo rispondere alla seguente domanda: contare con le dita, piuttosto che solo mentalmente, quali risultati produce? Sono emersi alcuni risultati interessanti per i docenti e la loro didattica.
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